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Counting/Number Recognition
Turn Overs
Math Skills: Recognize numerals, group recognition, match
numerals with concrete
representations
Materials: 2 sets of 0-9 dot cards, 1 10 sided die
Directions: Place the cards in a pile, face down. Each player
turns over one card from the
pile. Players alternate rolling the die. If the dots on any
players' card matches the roll of
the die, that player keeps the card. If there is a tie, the cards
are returned to the bottom of
the pile. If there is no match, the player may roll the die two
more times. If still no match,
cards are returned to the bottom of the pile, new cards are
turned over and a new player
rolls the die. When all cards from the deck have been used,
players count their cards. The
player with the most cards is the winner. Variations: The range
of numbers represented
may be larger or smaller, depending of the abilities of the
children. The game may also be
played with a six sided dot die and numeral cards.
Source: Adapted from Currah et al. Volume I
Ten In a Circle
Math Skills: Counting 1-10 objects, One to one correspondence
Materials: A small number of counters (15-20) such as beans or
pennies, one counter
different from the others
Directions: Place the counters in a circle. One counter should be
different from the others
(ex. one white bean in a group of red beans). Starting from any
counter in the circle, each
player takes a turn counting and touching each object as it is
counted. If the counter
touched at the count of ten is an ordinary one (red bean), it is
removed from the circle. If it
is the different counter (white bean), that player is out. The
different counter (white bean)
is not removed from the circle. The last player left is the
winner. If all the counters are
gone and only the different counter remains, then all the players
left are winners. Variation:
Rather than eliminate players, they keep the bean they land on.
If they land on the different
counter, they must give away a counter. At the end of the game,
the child with the most
beans is the winner.
Source: Adapted from Polonsky et al.
Count Up
Math Skills: counting, writing and reading numbers, problem
solving
Materials: paper and pencil, counters or base-10 blocks are
optional
Directions: Choose a range of 20 counting numbers. For example,
1-20 or 195-215 or
985-1005 etc. On a single sheet of paper, players take turns
writing and reading the
numbers in sequential order. On each turn, the player may choose
to write and read one or
two numbers, always starting from where the other player left
off. The player who writes
and reads the final number in the range is the winner. This is a
strategy game. Encourage
students to figure out how they can win every time. Variations:
Have the students write
the word names rather than the numbers. Allow students to write
and read from 1 to 10
numbers on a turn. The player who writes and reads the last
number can lose rather than
win.
Source: Adapted from Schiro
Yut
Math Skills: Counting, One to one correspondence, problem solving
Materials: Yut Gameboard, 1 die, 1-4 counters for each player
Directions: This is adapted from a Korean game similar to
Parcheesi. Each player starts
with his/her counters in one of the deck ovals. The object of the
game is to be the first
player to move all four of one's counters around the board and
back to the start position.
On a player's turn, he/she rolls the die. The number rolled is
the number of spaces a
counter may be moved on the board. The moving is always
counterclockwise around the
outside lines of the board unless a player lands on one of the
bottom corner points. These
corner points allow a diagonal shortcut. If one lands on the
center dot while using a
diagonal shortcut, the counter may go directly back to start.
Each time one rolls the die,
he/she can choose which counter to move, or take a new counter
from the deck, move it to
start, and start it's move around the board. If one lands on an
opponent's counter, the
opponent's counter is sent back to the deck. If one lands on
his/her own counter or
counters, the counters may be piggybacked and moved as if a
single counter. Variations:
When children are first learning the game, they may only have 1
or 2 counters. Additional
counters may be added as children gain more experience.
Source: Adapted from Kaye
Number Relationships
Find the Prize
Math Skills: Ordinal numbers, spatial visualization, problem
solving
Materials: 10 cards or paper cups, numbered 1-10, 1 prize to be
hidden under one of the
cards or cups
Directions: The object of the game is to guess the location of
the hidden prize in 4 guesses
or less. The person guessing must use an ordinal number in their
guess. For example: Is it
under the 3rd cup? The person who hid the prize responds by
telling if the prize is closer
or further than the guess. Variation: The cups or cards which are
eliminated by a guess
may be turned over to help the child narrow his/her guess.
Children with advanced skills
may play the game mentally without concrete manipulatives.
Source: Adapted from Kaye
More or Less
Math Skills: Comparison, problem solving
Materials: More or Less Gameboard, Spinner labeled with: less
than <, greater than >,
equals =, does not equal, 1 less than, 1 more than, 1 die,
colored counters for each player
Directions: Players take turns spinning the symbol spinner and
rolling the die to make a
math statement such as < 5. The player covers one open number
on the board that fits the
statement created. Once placed, the counter may not be moved. If
no open number fits the
statement, the player loses that turn. The first player with
three counters in a row
horizontally, vertically, or diagonally, wins the game.
Variations: Instead of trying to get 3
in a row, players may keep track of points covered on the board
with the player with the
most points winning. The size of the numbers used on the board
and die may be adjusted
to change the difficulty of the game. Players may roll more than
one die to form multidigit
numbers. Four in a row can be the object rather than three in a
row.
Source: Adapted from Miller
4 9 3 5
10 2 1 8
0 5 7 2
3 11 6 4
More or Less
Guess My Number
Math Skills: Classifying, comparing and ordering whole numbers,
problem solving
Materials: A 100's board and counters for each player.
Directions: The leader secretly chooses a number of the 100's
board. The other players try
to guess the secret number. Players take turns asking the leader
questions which may be
answered with yes or no. For example: Is the number even? Is the
number greater than
50? Does the number have a 5 in the ones place? After a question
is answered, all players
can cover numbers on their board which can be eliminated as the
secret number. The first
player who guesses the secret number on his/her turn, earns a
point for that round.
Variations: For younger children, have them use fewer rows on the
hundreds chart. For
example, row 1 only or rows 4 and 5 only. Instead of yes/no
questions, players could ask
a question which could be answered less than, greater than, or
equal to. For example: Is it
25? It's greater than 25. The leader could respond with symbol
cards labeled <, >, =. It
is also possible to earn points for the number of guesses used
before the number is
revealed. The person with the least number of points wins.
Children can also play this
game without concrete manipulatives and could expand the secret
number to 3-4 digits.
Source: Adapted from Schiro
Sandwiches
Math Skills: Comparison, ordering
Materials: Two sets of 0-9 cards
Directions: Each player draws two cards from a pile and arranges
them on the table smallest
to largest. A third card is drawn. The player scores one point if
the third number is
sandwiched between the two already arranged on the table. Play
continues to a set number
of points. Variations: For children who are having difficulty
ordering their cards, provide a
number line. The child can place counters on the line to
represent the cards drawn. The
game may also be played with 2- and 3-digit numbers. The children
should be encouraged
to arrange their cards to form the largest range between the
first two numbers.
Source: Adapted from Currah et al. Volume II
Multiple Representations
Pyramid
Math Skills: Identify combinations of numbers which sum to 10,
problem solving
Materials: 3 sets of 0-9 cards or 1-10 cards
Directions: Place 15 cards face up in 5 rows in a pyramid
formation with 1 card in the first
row, covered by 2 cards in the second row, etc. with the 5 cards
in the 5th row on top The
remaining cards are placed face down in an undealt pile to be
drawn later. The object of the
game is to remove as many cards as possible from the pyramid. You
can only remove
cards that are not covered by any other card in the pyramid. You
can only remove a pair of
cards that add to ten or one card with a value of ten. Begin by
moving, to a tens pile, any
tens or sums of ten that are uncovered. Next turn over the top
card from the extra pile. If it
is a ten or if it can be matched with any uncovered card to form
a ten, move them to the tens
pile. If you cannot use the top card, place it face up in a
discard pile. Keep turning over
the top card from the undealt pile, moving tens or sums of ten to
the tens pile. You may
match cards from the pyramid, from the undealt pile, and from the
discard pile. When you
have gone through all of the cards from the undealt pile, go
through those in the discard
pile again. The game is over when you have used up all of the
extra cards or removed all
cards from the pyramid. Variations: A list of numbers that sum to
10 may be provided for
children who need them. The game may be made more difficult by
including face cards.
You would deal 28 cards into 7 rows and would look for sums of
13.
Source: Adapted from Polonsky et al.
Five Cards Make Ten
Math Skills: Identify equations which can be used to make ten,
problem solving
Materials: 3 or 4 sets of 0-9 or 1-10 cards
Directions: Deal 5 cards to each player. Using the numbers in
their hand, players try make
equations which equal ten. To make an equation, you can add or
subtract any of the 5
cards but can't use a number more than once in a single equation.
You may only use a
combination of numbers one time. For example if you have used 1 +
2 + 7, you cannot
use 7 + 2 + 1. Players record each equation as it is identified
and score 1 point for each
equation identified. Variations: You can limit the operation to
only addition or allow all
four operations. You can allow the use of fact families so that 2
+ 8 and 8 + 2 would each
earn a point. You can deal 6 cards instead of 5 to allow for more
combinations.
Source: Adapted from Kaye
From 1-12
Math Skills: Represent the numbers 1-12 in a variety of ways
Materials: Two dice
Directions: The object of the game is to be the first person to
throw the dice in order from 1
to 12. The first person rolls both dice and tries to get a 1 on
either die. If a 1 is rolled, a 2
is needed on the next round. Each player only gets one roll per
round. To get a 2,3,4,5,
or 6 you can use either the number on only one of the dice or the
total of the numbers on
both dice. For the remaining numbers, 7 through 12, you will need
to use the total of the
numbers on both dice. Variations: To simplify the game, the
winner can be the first
person to get to 6 or any agreed-upon number. The game can be
expanded to include all
four operations.
Source: Adapted from Polonsky et al.
Running Sum
Math Skills: Represent a predetermined sum in a variety of ways.
Materials: Seven sets of 0-9 cards.
Directions: Select a target number between 10 and 20. Deal each
player 15 number cards.
Each player places two or more cards face up in a line on the
table. The numbers in the run
must add up to the target number. The next player adds more cards
to the table in a manner
similar to Scrabble. Each new run must be connected to a card in
the previous run. Also
the sum of the new cards plus the interconnecting card must equal
the target number. If a
player cannot play, he/she must pass. Extra cards may be drawn to
replace those played.
The game ends when one player has no more cards or when all
players have passed and
none can play any of their remaining cards.
Source: Adapted from Schiro
Place Value
Trading Game
Math Skills: Counting, addition, regrouping
Materials: A place value mat for each player, two dice, base-ten
blocks or pennies, dimes,
and dollars
Directions: Each player takes a turn rolling the dice, adding the
numbers, and taking that
number of pennies or unit blocks. They are placed in the penny or
ones column. As soon
as 10 of them are collected, the player trades for a dime or long
block. On each turn the
player should say the number represented on the mat. If the
player does not trade when
able to do so and another player notices, the other player
receives a penny or unit block
from the first player. The first player to reach a dollar or a
flat wins the game. Variation:
Start with a dollar or a flat and have students subtract the
amount rolled on the dice. The
first to reach zero wins. Players can be asked to record their
progress.
Source: Adapted from Schiro
Hundreds Tens Ones Dollar Dimes Pennies
OR
Double Digit
Math Skills: Place value, addition, subtraction, estimation and
mental computation
Materials: Place value mat for each player, one die
Directions: Each person takes a turn rolling the die. The number
may be written in the tens
column or the ones column of the place value mat. When a number
is entered in the tens
column, zero is written next to it in the ones column. After each
player has rolled the die
seven times, the players add their numbers. The player who is
closest to 100 without
going over is the winner. Variations: Students could also model
the numbers with base-ten
blocks. Dimes and pennies may be substituted for base-ten blocks.
Have students start
with 100 or one dollar. They subtract tens or ones with the goal
being closest to zero after
seven rolls.
Source: Adapted from Stenmark et al.
Place My Digits
Math Skills: Place value, problem solving
Materials: Paper and pencil
Directions: The goal is to guess the leader's secret three-digit
number. The digits in the
secret number must be all different. The leader gives clues after
each written guess. For
example
None of the digits are correct.
A __ number of the digits are correct, but are in the wrong
place.
A __ number of the digits are correct and in the correct place.
Variations: Play with 2 digits or more than 3 digits.
Source: Adapted from Stenmark et al.
Computation
Make Ten
Math Skills: Addition with concrete objects
Materials: A Ten frame for each player, 10 counters for each
player, one die
Directions: The players take turns rolling the die and placing
that number of counters on the
first column of the ten frame. The winner is the first to
completely fill their ten frame.
Players may be encouraged to verbalize how many spaces are filled
and how many more
are needed. Variation: Start with all of the spaces filled and
play Take Ten (subtract the
number rolled). The first to clear the board is the winner. For
younger children use a five
frame. For older students fill in several ten frames.
Source: Adapted from Kaye
Ten FrameFive Frame
Target Addition
Math Skills: Mental addition, problem solving
Materials: Target Addition gameboard, colored counters
Directions: Choose a target number between 25 and 55. Players
take turns placing a
marker on the board each time announcing the total of the covered
numbers. The first
player to reach the target number EXACTLY wins. If a player goes
over the target number
he or she is out of the game. Variations: Change the size of the
target number. Use
counters to help with the addition if needed.
Source: Adapted from Stenmark et al.
Target Addition
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
Race to the Nineties
Math Skills: mental computation
Materials: 100 board, a counter for each player, four each of
arrow cards (up, down, left,
right, diagonal left down, diagonal right down, diagonal left up,
diagonal left down,
double down, 1 right, 1 down, 1 left, one down)
Directions: Each player starts on the first square of the 100
board. Players take turns
drawing a card and following the arrow on the board. If a playing
piece is moved onto a
space already taken by another piece, the piece that was on the
space first is bumped back
to the first square on the board. If a card's move would make the
player go off the board,
another card is selected. During the turn players must state
and/or write the equation the
corresponds to their move. For example if the player is on 25 and
draws an up arrow, the
equation is 25-10=15. The winner is the first player to reach the
bottom row of the game
board. Variation: Use a smaller game board. for example, 1-50.
Source: Adapted from Schiro
Circles and Stars
Math Skills: Create a repeated addition model for multiplication
facts
Materials: paper and pencil, two dice
Directions: Each player rolls the dice. The first die tells the
player how many circles to
draw. The second tells how many stars go in each circle. The
player counts the total
number of stars and records the number on the paper. The player
with the most stars wins
one point for the round. Play continues for a designated number
of rounds. Variation:
Players can record the multiplication equation. Players can keep
track of the total number
of stars drawn. The player with the most stars wins.
Source: Adapted from Kaye
Build a Rectangle
Math Skills: Create an array model for multiplication facts
Materials: Grid paper, crayons, two dice
Directions: Each player rolls the dice. The first die tells the
player how wide to draw the
rectangle. The second die tells how tall to draw the rectangle.
The player counts the total
number of squares in the rectangle and records the number inside.
He/she records 1 point
per square. The player with the most points after a designated
number of turns is the
winner. Variation: Players can record the multiplication
equation.
Source: Adapted from Kaye
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