Foundation 2 Games Booklet


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1 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 tool to engage students with their fellow classmates. Games allow students to interact with other students, build confidence in their own ability and practise learned skills and concepts. Each of the selected games requires a minimum of resources, usually things that can be easily found around the home (dice, cards, pencil, paper) and can be adjusted to be more challenging as skills and understandings grow. Apart from motivation, games allow the building of confidence with number facts. For this reason, competitive games, when some players more often lose, are not recommended. Games are not a substitute for understanding the meanings of the operations. However, the experience of playing games in small groups has the additional advantage of developing social skills.
2 Tens Flash The aim of the game is to recognise how many dots appear on the tens frame card being flashed without counting and then to make the arrangement on a blank tens frame. How To Play Game 1individual Find two different dot arrangements of the same number (e.g. pick up one card that shows 5 as a row of dots or one card that shows 5 as a group of 2 and 3). Using the blank tens frame, make the number a different way. Game 2 pairs One player is a flasher the other the maker. The flasher shows a ten frame for a count of three then hides it while the maker places counters in the same position on the blank frame from memory. The flasher shows the same card again and helps the maker check their display. After three different cards, the maker becomes the flasher. The player who has made the most cards flashed correctly is the winner. Learning Outcomes and Related Concepts Subitisingability to recognise dot arrangements in different patterns in quantities up to 10 without counting Learning how to represent different combinations of a number on a tens frame (how close from 10) and seeing a collection as two smaller parts Looking for groups or patterns in a number seeing something they recognise (e.g the 6 pattern on a die) to help them know the whole (and one more is 7) Subitising Counting is the ability on from to a recognize pattern to dot find arrangements the whole in different patterns. Resources Required Tens frames with dot arrangements (please cut out small dot arrangements) Counters Tens frame How can we extend the learning? Flash two tens frame dot cards for 3 seconds and have the maker add them and show the number on one blank frame or two blank frames if the sum is greater than 10. A more difficult subtraction game can be played by flashing two tens frame cards at a time and having the maker show the difference on one blank tens frame.
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6 Memory The aim of the game is to recognise how many dots appear on the cards without counting, and to make pairs of matching dot cards. How To Play Place all dot cards face down on a table or floor. Taking turns, each player turns two cards over (one of each colour) to reveal their dot pattern. If cards do not match, they are turned back face down. The next player then turns a card of each colour over to reveal their dot pattern, with the aim of remembering where each card is located in order to match the pair. When the cards match, the player takes the pair. The player with the greatest number of pairs wins the game. Learning Outcomes and Related Concepts Subitisingability to recognise dot arrangements in different patterns in quantities up to 10 without counting Developing the ability to concentrate on and recall location of unseen dots Learning how to recognise different combinations of dots representing quantities up to 10 Looking for groups or patterns in a number  seeing something they recognise (e.g the 6 pattern on a die) to help them know the whole (and one more is 7) Resources Required 2 sets of dot cards (please cut out). You may wish to use different coloured paper to help pick up a matching pair. How can we extend the learning? Play the game as described, but keep all cards the one colour. This will add a level of challenge as the learner will need to recall the location of a matching pair unaided by the visual prompt of colour. You can also have the child make a different arrangement of dots for each number so they have to pick up 3 cards to make a set. You can also have them say how many dots they have altogether.
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8 Spill the Beans The aim of the game is to recognise different combinations. How to Play In this game, shake a cup of beans and spill them onto a surface. You will then use the partpartwhole grid to place the beans in two parts according to their colour and verbalise your partpartwhole number sentence. Basic number skills  counting Partpartwhole Learning Outcomes and Related Concepts Resources Required 1 cup Beans x 10 Partpartwhole grid Colour pencils & crayons How can we extend the learning? Using the blank template, draw to match your number sentence. Using the blank template and 20 beans, you can verbalise and draw your partpartwhole number sentence.
9 Part Part Whole Part Part Whole Part Part Whole
10 Tower of Gold The aim of the game is to be the first player to build a tower of five gold pieces. How to Play Player 1 rolls the dice for Player 2. Player 2 places the rolled number of ruby counters on their board (tens frame). As they put them down, they should say how many they have and how many more they need. E.g. I have 2 rubies I need 8 more rubies. Player 2 then rolls for Player 1. Players continue until they roll the exact number to reach 10. At this point, they trade 10 ruby counters for one gold counter and place the gold in the centre 10 frame. The game continues until one player reaches 5 gold counters. Learning Outcomes and Related Concepts Basic number skills  counting Number facts that make 10 Partpartwhole Understanding that 10 rubies is 1 piece of gold (place value/trading) Resources Required 20 red counters (rubies) and 10 yellow (gold) Tower of Gold Game board 1 Die How can we extend the learning? Race to 20. The aim of this game is to win 5 gold counters adding to 20. Players are working together to add up to 20. Use the same board as Tower of Gold ; players take it in turns to build the same to 20. Throw the dice and the first player puts down that number. If they throw a 3, they say I have 3 rubies, I need 17 more. The 2 nd player throws the dice and adds that number on the board. If they throw a five, they say I have 8 rubies, I need 12 more rubies. When they get close to 20, students have to throw the exact number to get to 20. When one player reaches 20, that player gets a gold counter for their tower. The first to 5 gold counters is the winner.
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12 1 More, 1 Less OR 10 More, 10 Less The aim of this game is to cover up as many numbers as you can which is 10 More, 10 Less, 1 More or 1 Less than the number you roll. How to Play: 1 More or 1 Less  Roll a 10 sided dice  Using counters cover up a number which is 1 more or 1 less than that number  The person who covers the most numbers wins  You cannot knock your partner s numbers off 10 More or 10 Less  Roll a 20 sided dice (or 2 x 10 sided dice)  Using counters cover up a number which is 10 more or 10 less than that number  The person who covers the most numbers wins  You cannot knock your partner s numbers off Learning Outcome and Related Concepts Basic number skills Simple addition and subtraction problems Understanding number facts to 10 and to 30 Use counting strategies such as skipcount by 1 s & 10 s Resources Required: 1 More or 1 Less game board 10 More or 10 Less game board 10 sided dice (1 per game board) 20 sided dice (1 per game board) 30 counters per game board (15 one colour, 15 another colour) How can we extend their learning?  Using a hundreds chart, picking a number and writing down 1 more, 1 less, 10 more, 10 less.  Using a thousands chart, picking a random number and writing down 1 more, 1 less, 10 more, 10 less, 100 more, 100 less, 1000 more, 1000 less.
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15 Nasty The object of the game is to make the largest number possible. How to play: Draw a card form the pack. The player decides where to write their number, either in the Thousands, Hundreds, Tens or Ones columns. Once written, the number cannot be changed. The next player takes their turn. Repeat this process until both players have a complete 4digit number. The player with the largest number wins. Learning Outcomes and Related Concepts basic number skills counting, place value problem solving involving using number knowledge strategising building of confidence with place value Resources Required You ll need a deck of cards with all the 10s, Js, Qs and Ks removed. All other cards are face value, aces being 1. Game board. How can we extend the learning? Put the tens back in and use them for zeros. Have students make the least number possible. Add a tensofthousands column.
16 Th H T O Th H T O Th H T O Th H T O Th H T O
17 Snail One Hundred The aim of the game is to be the first to reach 100. How to Play: To start both players put their counters each on 0 which is the snail s eye. The first player throws the die and moves one of their counters that number along the snail s body. Players take turns at throwing the die. When a player gets to 9 the first counter goes back to 0 and the second counter goes onto 1 ten. Continue to move the first counter along the snail s body and moving the second counter to the next ten every time you get to the end and go from 9 to 0. The winner is the first to reach 100. Learning Outcomes and Related Concepts understanding ones and tens basic number skills counting by 1s and 10s building of confidence of with number facts Resources Required pair of matching counters for each player Snail One Hundred Game Board 6 sided die How can we extend the learning? The tens can be changed to hundreds, thousands or tens of thousands and beyond. Once students are confident with whole numbers you can move onto decimals and replace the tens with tenths, hundredths or thousandths.
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19 Snake The aim of the game is to create 2 digit numbers and to record the numbers in the most appropriate position between 0 and 100. How to Play: Each player has a game board and takes it in turns to throw 2 tensided dice. The numbers are used to create 2digit numbers, e.g. a 5 and a 2 could be recorded as 25 or 52. Players record their numbers in the most appropriate position between 0 and 100. If numbers cannot be placed, the player misses their turn. The winner is the first player to fill all places in the correct order. Learning Outcomes and Related Concepts Develop confidence with number sequences to and from 100 by ones from any starting point. Recognise, model, read, write and order numbers to at least 100. developing fluency with writing numbers in meaningful contexts. Recognise and order numbers to at least Resources Required Two tensided dice Snake Game Board Pencil How can we extend the learning? Using the blank template change the numbers at the start and the end of the snake to 3digit or 4digit numbers.
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21 Target Number The aim of the game is to make your target number on the board. How to Play: Choose a 2 or 3 digit number and tell your partner what it is. Once you have called it out you need to flick counters towards the sheet to make your target number. E.g. For the number 234 you need to try and flick 2 counter in the Hundreds, 3 in the Tens and 4 in the Ones area. If you flick an extra counter in any of the areas you can adjust your target number. Learning Outcomes and Related Concepts understanding hundreds, tens and ones basic number skills building of confidence of with number and expanded notation Resources Required Counters Target Number Game Board How can we extend the learning? A thousands or tens of thousands and beyond circle can be added to extend their learning. Once students are confident with whole numbers they can move onto decimals and replace the circles with tenths, hundredths or thousandths.
22 Target Number Tens Ones Hundreds
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