1 Math Games p.1 Math Games For Skills and Concepts Original material , John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space, 1998 TERC. Connected Mathematics Project, 1998 CMP Table of Contents Page Game Content Notes 2 Why games? Teacher motivation 3 Give Away Early number concepts, addition, Playable from preschool to grade 2 3 Take Away subtraction 4 Tens Go Fish Addition facts Extended teaching notes 6 Cover Up Addition fact practice, mixed 7 Sums Game Addition, subtraction Product Game variation 8 Ten Frame Fill Up Sums to ten, counting Some strategy, good representation 9 Five in a Row Addition facts Better than bingo 10 Race to 100 Double digit addition Controlled die rolling 12 Sticks and Stones Place Value, subtraction Base 10 materials game 13 Close to 100 Multidigit addition, place value Flexible game structure, good 14 Close to 1000 number sense game 15 Close to Zero Place value, multidigit subtraction Good number sense game 16 Calculator Get Down Order of operations, number sense Double digit calculation practice, calculator use 16 Make It, Take It Coin combination game Forces non-dime/penny combos 20 Change for the Better Money, two-digit arithmetic A lot of strategy, good game play 21 Dollar Race Value of coins, money addition Nice representation of coin values 25 Product Game Multiplication, factors Best math game ever 26 Prime Time Prime factorization 27 Factor Score Division facts, factors Good game play value 28 Fill the Bar Probability Data collection disguised as a game 29 Four Block Fraction comparison War variation, building visual fractions 30 Fraction Catch Fraction comparison Symbolic comparison, good gameplay 31 Last Letter Loses Spelling Good intro to next game 31 Number Strings Factorization Can use this to discover prime factorization 31 Flip Reasoning Surprisingly subtle 32 Roll to 10 Decimal addition, place value Best with base ten blocks 33 Triangle Game Measurement, half Fractal geometry 34 Racin Robots Motions, programming, logical sequencing 38 Polygon Capture Polygons, characteristics, geometric vocabulary Pretty involved, takes some time to set up and to play Can be adapted to multiple situations where characteristics and sorting is the content
2 Math Games p.2 Why use games to practice skills? 1) They are more engaging. 2) They provide more practice. Consider the product game: for each move you are considering multiple multiplication problems. 3) They are a constructive reward for use in free time in your class, in addition to whole class use. 4) They are more likely to involve parents and other family members with homework. Be sure to send home the instructions or rules. Or consider hosting a night where parents can come to play with the kids. Or pull them out at parent-teacher conferences. 5) They can be really fun. (Duh!) Where can you find more? 1) Best source: exemplary curricula. o For elementary, Investigations in Number, Data, and Space (which even includes computer games) and Everyday Math. o For middle school, Connected Math Project and MathScape (among others). If you are lucky enough to be in a school using these curricula, use the games! If not, you can find copies available from your district math curriculum supervisor, from university libraries (the KCRC at GVSU), or order them yourself from amazon.com. o The internet, but be careful! There are a lot of useless games out there. 2) Make your own. Once you get the idea for what skill practice your students need, think of a way from them to generate problems. This will often lead to a game structure. Or, once you are familiar with other constructive games, adapt those to your purpose. 3) Sharing with your colleagues. In your school, from your college, at math meetings don t be shy. If you write one up that you d like to share via internet, I d be happy to post it. If it s original, be sure to include a copyright with permission granted for educational use. If it s from another source, or closely adapted from another source, please cite that source. How do you evaluate games? 1) Examine mathematical richness. If the game is just window dressing for drill and kill (like math bingo) evaluate it deservingly. Look for problem solving, need for strategy, and math content required. 2) Is speed required? The best games offer equal opportunity (or nearly so) to all your students. Games that require computational speed to be successful will disenfranchise instead of engage your students who need the game the most. 3) Do you find the game interesting or fun? Then your students probably will also.
3 Math Games p.3 Give Away It s better to give than to receive! Players: 2 to as many as you can stand. Rules: All players start with five blocks (coins, beads, etc.) For one player they should all be the same, but different from the other players. The goal is to give all your pieces away. Turn: Player says how many pieces they have. Then they roll a die. Players give away as many as they rolled except on a 6 they give away nothing. Choose one other player you are going to give your blocks to. The first player to give all their pieces away wins! Questions: Good questions to ask include How many will you have left? How many will I have? If you have 4, how many have you given away? I can give back 4 blue, how many red do I need to put in? Work on counting on and subitizing. Subitizing is recognizing an amount by looking for example, asking: Can you tell how many blue beads you have just by looking? Try arranging the pieces in common patterns, such as on dice or dominoes. For counting on, if the player knows how many of one color (like 3) count on the others (4, 5, 6, ) instead of counting them all from 1. Ask about strategy and try to get players to think about giving to those with least. Players: 2 to as many as you can stand. Take Away Mine! Mine! Mine! Rules: All players start with five blocks (coins, beads, etc.) For one player they should all be the same, but different from the other players. The goal is to get to at least ten pieces. When one player is out, others can keep playing or the game can stop. Turn: A player begins by announcing how many pieces they have. They roll a die, and then take that many pieces from the player with the most. Except on a six you take nothing. If two or more players are tied for the most, you can choose from whom to take. At the end of your turn, announce how many you have now. Questions: Work on counting on, 5 + facts and sums to ten. Also good for comparison: who has more, how many more, etc.
4 Math Games p.4 Tens Go Fish From Number Games and Story Problems: Addition and Subtraction Investigations in Number, Data, and Space What Happens In the game Tens Go Fish, students make combinations of ten with two addends. Introducing Tens Go Fish If your students are familiar with the card game Go Fish, they will need just a brief introduction to Tens Go Fish. First explain about making 10 with pairs of Number Cards. Draw five Number Cards in a row on the board or on chart paper. Include one pair that makes 10. For example, you might select the cards 4, 1, 5, 7, and 9. I'm going to show you a game called Tens Go Fish. The object is to find pairs of cards that add up to 10. Each player gets five cards to start. Let's say these cards are the cards in my hand: 4, 1, 5, 7, and 9. Can I make 10 with two of these cards?...ok, I could make 10 with the 1 and the 9. That's my first pair. Redraw the 1 and 9 cards, as a pair, to one side. If I look at my hand when the game starts, and I have a pair that make 10, I can take them out and then draw two more cards. Replace the cards you have put down with two more cards; this time making sure that no pairs of cards in your hand make 10. For example, if you have 4, 5, and 7, you might add another 4 and a 2. Let's say I drew a 4 and a 2, so now these are my cards: 4, 2, 4, 5, and 7. Do any two of these cards make 10? When it's my turn, I can ask the other player for a certain card that I need to make a total of 10. For example, suppose I wanted to make 10 using the 2 in my hand. What card would I need to add to the 2 to make 10? So, if I was playing with Claire, I might ask, Claire, do you have an 8! If Claire has an 8, she gives it to me. I put the 8 and the 2 down as a pair, and draw the top card from the deck. If Claire does not have an 8, she says Go Fish. I take a card from the top of the deck. Each time I draw a new card, I check to see if I can make 10 with that card and one already in my hand. If I can, I put the pair aside and draw a new card. If I can't, my turn is over. Start a demonstration game with a student volunteer. Explain that for this game, you will be showing students your cards so that they can learn how to play. When students play in pairs, they will not show their cards to their partners. As you play, involve students in your turn. I have a 5, 7, 2, 1, and 4. Can I use two of these cards to make 10? No one sees away? OK, so what could I do next? You might decide to play an entire demonstration game, or if you think most students understand how to play, just play for a few turns. In this case, explain that the game continues with each player trying to make combinations of 10. The game is over when there are no more cards.
5 Math Games p.5 If you never have a 10 and a 0 card in one hand during the demonstration game, find these cards and be sure students recognize that they can make a pair with 10 and 0. As you collect pairs that make 10, put each one in a separate pile. Explain that this is so the cards don't get mixed up, because at the end of the game, players turn over their pairs and list all the combinations of 10 they made, using addition notation. Model this for your students. Rules: Tens Go Fish Materials: Number Cards with wild cards removed (1 deck per pair); card holders (optional); unlined paper; counters (available) Students play in pairs or threes. Each player is dealt five cards. (Use card holders, made as described on p. 101, if the numbers show through to the back of your cards.) Players take turns asking each other for cards that will make 10 with a card already in their hand. They place any pairs made on the table and draw a new card from the deck at the end of each turn. If a card drawn from the deck makes a pair with a card in the hand, the player puts that pair down and draws again. If a player uses up all his or her cards and there are still cards left in the deck, that player draws two cards. The game is over when there are no more cards in the deck. At the end of the game, players list the combinations of 10 they made. For more challenge, students can play the game in groups of three or four; with more players, it is more difficult to remember the cards other players have asked for. Observing the Students: Tens Go Fish How do students decide which card to ask for? Do they use knowledge or combinations of 10? Do they use counting strategies to find a number that goes with a card in their hand to make 10? Do they seem to ask for cards at random? Are students able to keep track of the cards other players have asked for? Do they use this to reason about what cards the other player has? Some pairs might benefit from playing cooperatively. After a player chooses one card to use to make 10, both players figure out together which other card is needed to finish the pair. If the other player does not have this card, the pair can look for another way to make 10, using one card from each hand. Variations o Different cards will work on different skills. o Vary the target sum for other fact practice. o Allow more than 2 cards for a sum to ten. o Play rummy style where you keep cards in your hand until you can lay them all down o Keep score by counting up points on the table subtracting points in hand.
6 Math Games p C 9 P O 3 COVER UP 8 U V 4 Materials: 20 chips, two dice, and the cover up board. 7 E R U Game: (1) Line the chips up over the rows with the letters. (2) Roll two dice. Cover up one or more numbers that add up to the total rolled. For example if you roll a total of 6, you could cover 6, or 5 and 1 or 1, 2 and 3. (3) You might not always have a move if you can t cover up the total roll, you can t cover up any. (4) First player to cover all their numbers wins O V E R 9 P 2 C 10 1 Cover-Up is from the Cuisenaire Teacher Resource Materials. ETA Cuisenaire
7 Math Games p.7 The Sums Game Play begins with each player covering a number from 1 to 9 at the bottom. The 2 nd player then covers the sum of those two numbers on the game board. The 1 st player can then select one new number from 1 to 9 at the bottom and cover the sum of those two numbers. Play continues until one player has covered four squares in a row, horizontally, vertically, or diagonally. (Adaptation of the Product Game)
8 Math Games p.8 T e n F r a m e F i l l U p
9 Math Games p players Content: counting up, subitizing, sums to five, sums to ten. Set Up: Place a scoring chip on the tenth spot in each frame. Ten Frame Fill Up Materials: One die or one per player Ten frames board 10 Blocks for each frame in play Scoring chips (number depends on length of game) Rules: players roll dice to see who goes first. (Highest untied die roll goes first.) Player rolls a die, and adds that many blocks to any ten-frame only one frame at a time. The other player rolls and does the same. If adding blocks to a ten frame would make more than 10, you can not do it. If no ten frame has room for your roll, you can t place any blocks and it s the next players turn. If you fill up a ten frame exactly, take the scoring chip and remove all blocks and place a new scoring chip on the tenth spot. Play goes for a set amount of time. Player with most scoring chips wins. Variations: 1) scoring chips can go on other places than tenth. Player who removes the first scoring chip chooses where the next one goes. 2) If 4 ten frames are too many, just play on 2 frames. Questions: Be sure to ask how many in a frame, how manymore to fill it, what determines a good move, how they made decisions, etc. Players: 2 and up Five In a Row Materials: 1 Gameboard per player, counters, Number cards (1 to 10 only), chips to cover spaces. Goal: Cover 5 spaces in a row, vertically or horizontally or diagonally. Gameplay: Shuffle the number cards and put in a face down pile. On each turn, put the top three cards face up. Each player can cover up any number which is the sum of any two of the revealed cards. For example, 3, 4 and 9 would mean you can cover 7, 12 and 13. Since each child has a different gameboard, this prevents just copying the spaces covered. Questions: Which cards do you need turned up to cover or to finish a row? If a 4 is turned up, what other numbers would you like to see turn up? Variations: 1) Turn up five cards, cover any combination of 2. (There s up to10 possible combinations!) Or do this and allow students to cover only 3 of the combinations they see. 2) Have students work cooperatively on the same board. Or have students make their own boards. Game Boards are 5 by 5 grids, with numbers from 2 to 20 distributed randomly. Use multiple 10s or other sums of interest, and few low numbers. Kids can make up their own boards.
10 Math Games p.10 Five In a Row -- Game Boards
11 Math Games p.11 Race to Game for two players or teams. Materials: Rolling mat, score sheet, 1 die, abacus (or hundreds chart or base ten blocks ) How to Play: roll the die to see who goes first. That player rolls the die onto the rolling sheet. Your hand has to start from not above the sheet. You score whatever you roll if the die is outside of the grey rectangle or off the sheet. You score your roll +10 if the die is on the grey rectangle even if only a little bit is on. If the die is totally within the white oval, you score your roll +20. Keep track of your total score by moving the beads on the abacus. (Or using whatever your method is for keeping score.) The first player to pass 100 wins. If playing again, the winner goes second and the other player goes first. Optional: record score on paper also. Variations: (1) rolls off the mat are subtracted from the total. (2) Start at 100, and subtract the scores to race to zero. Score: 3 Score: 13 Score: 23 One Two One Two One Two
Math Games p.1 Math Games For Skills and Concepts Other material copyright: Investigations in Number, Data and Space, 1998 TERC. Connected Mathematics Project, 1998 CMP Original material 2001-2006, John
Math Games with Cards and Dice presented at NAGC November, 2013 Ready, Set, Go! Math Games for Serious Minds Rande McCreight Lincoln Public Schools Lincoln, Nebraska Math Games with Cards Close to 20 -
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
FUN + GAMES = MATHS Sue Fine Linn Maskell Teachers are often concerned that there isn t enough time to play games in maths classes. But actually there is time to play games and we need to make sure that
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition Top-It 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 Tic-Tac-Toe Addition 1.11 Unit 2 What s My Rule?
MAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL THESE FUN MATH GAME PRINTABLES are brought to you with compliments from Making Math More Fun at and Math Board Games at Copyright
MCS Family Maths Night 27 th August 2014 Foundation 2 Games Booklet Stage Focus: Trusting the Count Place Value How are games used in a classroom context? Strategically selected games have become a fantastic
Math Board Games For School or Home Education by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser
Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
Has difficulty with counting reliably in tens from a multiple of ten Opportunity for: looking for patterns 5 YR / 100-square Tens cards (Resource sheet 24) Multiples of ten (10 100) written on A5 pieces
Fifth Grade Physical Education Activities 89 Inclement Weather PASS AND COUNT RESOURCE Indoor Action Games for Elementary Children, pg. 129 DESCRIPTION In this game, students will be ordering whole numbers.
Add or Subtract Bingo Please feel free to take 1 set of game directions and master game boards Please feel free to make 1 special game cube (write + on 3 sides and on the remaining 3 sides) You will need
An Australian Microsoft Partners in Learning (PiL) Project 1 Learning objects - Log on to the website: http://www.curriculumsupport.education.nsw.gov.au/countmein/ - Select children Select children - This
Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
RACE TO CLEAR THE MAT NUMBER Place Value Counting Addition Subtraction Getting Ready What You ll Need Base Ten Blocks, 1 set per group Base Ten Blocks Place-Value Mat, 1 per child Number cubes marked 1
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of base-ten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,
That s Not Fair! ASSESSMENT # Benchmark Grades: 9-12 Summary: Students consider the difference between fair and unfair games, using probability to analyze games. The probability will be used to find ways
Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need
by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. SAMPLE PAGES Please enjoy using these
SKILL BUILDING MATH GAMES & ACTIVITIES (Dave Gardner, Head Teacher, Explorations in Math) (email@example.com - firstname.lastname@example.org) NOTE: When played at the beginning of a math period, many of the games and
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
Copyright 2005 Second Edition 2008 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. Part 1 Math Card Games to Play
BISHOP SCHOOL K 5 MATH FACTS GUIDE INTRODUCTION This math fact guide is an outcome of several math related discussions among the staff. There is an agreement that the children need to know their math facts
FIRST GRADE Number and Number Sense Hundred Chart Puzzle Reporting Category Number and Number Sense Topic Count and write numerals to 100 Primary SOL 1.1 The student will a) count from 0 to 100 and write
4 Win-Win Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperand-pencil practice. Using games to support students
WORDS THEIR WAY Dear Parents, Your child will be bringing home a collection of spelling words weekly that have been introduced in class. Each night of the week, your child is expected to do a different
Box Cars and One-Eyed Jacks CONNECTING THE DOTS DOMINO MATH GAMES STEPHANIE GARCIA FCTM Conference Tampa Bay, FL October 23-25, 2014 email@example.com phone 1-866-342-3386 / 1-780-440-6284
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
1 Base-Ten and Place Value Jumping Jelly Beans Hundred Board-O Order Up! Number Neighborhood Stretching Numbers Place Value Pause Place Value Bingo 1 2 BRAIN-COMPATIBLE ACTIVITIES FOR MATHEMATICS, GRADES
Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
MEMORY WORK - MATH FACTS ADDITION BOARD (aka Strip Board) Addition with Golden Bead materials Addition with Colored Beads To memorize Addition Tables Linear structure of addition Addition Board MATERIALS:
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
OA3-10 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20
Lesson Plans for (9 th Grade Main Lesson) Possibility & Probability (including Permutations and Combinations) Note: At my school, there is only room for one math main lesson block in ninth grade. Therefore,
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
Ma KEY STAGE 3 Mathematics test TIER 5 7 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
Security is very important on the internet. You often need to prove to another person that you know something but without letting them know what the information actually is (because they could just copy
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and real-world situations. [PREREQUISITE SKILLS] addition and subtraction
Adding and Subtracting Integers Unit Grade 7 Math 5 Days Tools: Algebra Tiles Four-Pan Algebra Balance Playing Cards By Dawn Meginley 1 Objectives and Standards Objectives: Students will be able to add
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
ALGEBRA Pupils should be taught to: Generate and describe sequences As outcomes, Year 7 pupils should, for example: Use, read and write, spelling correctly: sequence, term, nth term, consecutive, rule,
Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a two-digit number represents. Partition a 'teens'
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
Introduction to Fractions, Equivalent and Simplifying (1-2 days) 1. Fraction 2. Numerator 3. Denominator 4. Equivalent 5. Simplest form Real World Examples: 1. Fractions in general, why and where we use
Name Date Time HOME LINK Unit 1: Family Letter Introduction to Third Grade Everyday Mathematics Welcome to Third Grade Everyday Mathematics. It is part of an elementary school mathematics curriculum developed
Objectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for -digit
Year 2 Summer Term Oral and Mental Starter Activity Bank Objectives for term Recall x2 table facts and derive division facts. Recognise multiples of 5. Recall facts in x5 table. Recall x10 table and derive
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
Curriculum Design for Mathematic Lesson Probability This curriculum design is for the 8th grade students who are going to learn Probability and trying to show the easiest way for them to go into this class.
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
Math 728 Lesson Plan Tatsiana Maskalevich January 27, 2011 Topic: Probability involving sampling without replacement and dependent trials. Grade Level: 8-12 Objective: Compute the probability of winning
1 2. 6 2 + 1. 7 0 10 3 + 7 1 4. 3 2 1 231 200 and 30 100 100 10 10 10 Maths in School Addition in School by Kate Robinson 2 Addition in School Contents Introduction p.3 Adding in everyday life p.3 Coat
Frames and Arrows Having Two s Objective To guide children as they solve Frames-and-Arrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
Simplifying Improper Fractions Poster Congratulations on your purchase of this Really Good Stuff Simplifying Improper Fractions Poster a reference tool showing students how to change improper fractions
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
Hoover High School Math League Counting and Probability Problems. At a sandwich shop there are 2 kinds of bread, 5 kinds of cold cuts, 3 kinds of cheese, and 2 kinds of dressing. How many different sandwiches
7 th Grade Integer Arithmetic 7-Day Unit Plan by Brian M. Fischer Lackawanna Middle/High School Page 1 of 20 Table of Contents Unit Objectives........ 3 NCTM Standards.... 3 NYS Standards....3 Resources
Algebra Sequence - A Card/Board Game (Based on the Sequence game by Jax, Ltd. Adapted by Shelli Temple) ASSEMBLY: Print out the game board twice, trim the excess white edges and glue into a file folder.
Ma KEY STAGE 3 Mathematics test TIER 4 6 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You
Financial Literacy Meeting Ideas Daisy Financial Literacy Games and Activities Fulfills Money Counts steps 1, 2, 3: Money Money You need: Place Value Boards (one for each girl), bags of copied money (one
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
Unit 13 Handling data Five daily lessons Year 4 Autumn term (Key objectives in bold) Unit Objectives Year 4 Solve a problem by collecting quickly, organising, Pages 114-117 representing and interpreting
Number Sense: By: Jenny Hazeman & Heather Copiskey Money Unit $$$$$$$$$$$$$$$$$$$$$$$$ First Grade Lesson 1: Introduction to Coins (pennies, nickels, dimes) The Coin Counting Book by Roxanne Williams A
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
Contents Introduction... 4 Warmup: Mental Math 1... 8 Warmup: Mental Math 2... 10 Review: Addition and Subtraction... 12 Review: Multiplication and Division... 15 Balance Problems and Equations... 19 More
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
Lab 11 Simulations In this lab you ll learn how to create simulations to provide approximate answers to probability questions. We ll make use of a particular kind of structure, called a box model, that
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
Everyday Math Games List Individual Levels List with Correlation to Online Games and Complete Online Games List Kindergarten Attribute Spinner Game 5 14, 6 7, 7 9 118-119 Using multiple attributes to identify
MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students