Math Games Galore. For further information contact. Beth Hines

Transcription

1 Math Games Galore ~ A Returning Developer ~ For further information contact Beth Hines Lewis Anna Woodbury Elem 610 S. Charleston Ave. Fort Meade, FL (863) beth.hines@polk-fl.net n PROGRAM OVERVIEW Isn t just about everything we do to improve test scores? Math Games Galore does just that. It makes practicing and mastering math benchmark skills fun. My fourth graders love to play games. As a matter of fact, that is all they want to do. So, I had to find a way to take the skills they needed to master and practice and teach them in a fun exciting manner. My students go crazy over cards, dice, and dominoes. I either begin or end each lesson with a game. This year, I was struggling with getting my class to learn their multiplication facts. Memorizing them was just not working. I even tried a multiplication program, but most of the students were just not studying their facts, and I was getting frustrated. So, I got out my deck of cards and discovered you could play Multiplication War with a deck of cards. Cards and dice are so inexpensive and you can play so many different games with them all math related. You can use them to practice multiplication facts, reduce, make improper, adding and subtracting and decimals, adding, subtracting, and multiplying, place value, rounding decimals or whole numbers, and even making figures by using the area of two cards (width X height). You can do all the above with dominoes as well. Making math fun is the key. Math can be so much more fun for students just by using manipulatives. It makes it easier for ESE and ESOL students as well. I found bringing in cards, dominoes and dice stopped the comments like this is so boring. So, I knew I had hit Gold! n OVERALL VALUE I find Math Games Galore successful since the students are paying attention more and actually enjoy practicing math. I found it a big success in the classroom since my students showed such great interest, resulting in big improvements. n LESSON PLAN TITLES Multiplication War Decimals Fractions Math Games Galore uses cards, dice and dominoes. When using decks of cards, I prefer one deck per two students. n ABOUT THE DEVELOPER Beth Hines has a B.A. in Elementary Education from Flagler College in St. Augustine, FL. She has taught for eleven years and is currently a 4 th grade teacher. Her past teaching experiences have been in kindergarten, second grade, and third grade. She is a three time adapter grant recipient and this is her second developer grant. n RESOURCES Scholastic s Mega Fun Card Games

2 Lesson Plan No 1: Multiplication War n SUBJECTS COVERED Math n GRADES K-5 n OBJECTIVES The students will recall (from memory) basic multiplication facts The students will explain and demonstrate the multiplication and division of whole numbers using manipulatives, drawings, and algorithms. The students will know the properties of numbers including the following: 1. the zero and identity properties of multiplication 2. the commutative, associative, and distributive properties of multiplication. n SUNSHINE STATE STANDARDS MA.A MA.A One shuffled deck of cards with tens, jokers, and face cards removed (you could keep the tens if the students use them as a 0, Jacks can be 11 and queens can be 12) for each pair of students. n DIRECTIONS 1. One player deals the cards evenly between the players. Players place their cards in a stack facedown in front of them. 2. Each player turns over one card at the same time. 3. Players multiply the numbers in their heads as quickly as possible. 4. The player who states the correct product first wins and gets to take both cards. 5. Play continues until all the cards have been used. 6. The player with the most cards at the end of the round wins. n VARIATIONS 1. Can be played as Addition or Subtraction War as well. 2. You can also have your students multiply 2 or 3 digit numbers showing their work on paper. 3. Can be played with dice or dominoes as well. n EVALUATION/ ASSESSMENT There are several ways you can assess your students. 1. Follow up with a short paper pencil quiz. 2. As you walk around the room, make anecdotal records. n EXTENSION Have a tournament in your class to see who is the Multiplication Champion.

3 Lesson Plan No 2: Decimals n SUBJECTS COVERED Math n GRADES K-5 n OBJECTIVES The students will understand and explain the effects of addition, subtraction, and multiplication on whole numbers, decimals, and, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division. The students will select the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole, and division of whole numbers. The student adds, subtracts, and multiplies whole numbers, decimals, and, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. n SUNSHINE STATE STANDARDS MA.A MA.A MA.A One shuffled deck of cards with tens, jokers, and face cards removed (you could keep the tens if the students use them as a 0). n DIRECTIONS 1. One player deals the cards evenly between the players. Players place their cards in a stack facedown in front of them. 2. Each player turns over three cards (use the number of cards appropriate for the age and ability of your class). 3. Players turn over the first card, leave the second card face down (it is the decimal) and turn over the third card. 4. Players add/subtract/ round/compare their decimals with their partner s. 5. The player with the greater number wins all the cards from that round and places them in a separate stack. 6. Play continues until all the cards have been used. 7. The player with the most cards at the end of the round wins. n VARIATIONS 1. Can be played as addition, subtraction, or multiplication of decimals as well. 2. The player with the least number could also be the winner of that round. 3. Have the students write the greatest decimal they could make and the least decimal they could make and get the difference between the two. 4. Have each student write their decimal on an index card and have the students arrange themselves in order from greatest to least or least to greatest. 5. Can be played with dice or dominoes as well. n EVALUATION/ ASSESSMENT There are several ways you can assess your students. 1. Follow up with a short paper pencil quiz. 2. As you walk around the room, make anecdotal records.

4 Lesson Plan No 3: Fractions n SUBJECTS COVERED Math n GRADES K - 5 n OBJECTIVES The students will understand and explain the effects of addition, subtraction, and multiplication on whole numbers, decimals, and, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division. The students will select the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole, and division of whole numbers. The student adds, subtracts, and multiplies whole numbers, decimals, and, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. n SUNSHINE STATE STANDARDS MA.A MA.A MA.A One shuffled deck of cards with tens, jokers, and face cards removed (you could keep the tens if the students use them as a 0). n DIRECTIONS 1. One player deals the cards evenly between the players. Players place their cards in a stack facedown in front of them. 2. Each player turns over two cards (one above the other as a fraction). 3. Players add, subtract, or compare their with their partner s. 4. The player with the greater fraction wins all the cards from that round and places them in a separate stack. 5. Play continues until all the cards have been used. 6. The player with the most cards at the end of the round wins. n VARIATIONS 1. Can be played as addition, subtraction, or multiplication of as well. 2. The player with the least fraction could also be the winner of that round. 3. This can also be played with improper, and the students have to write as an improper fraction. 4. Have each student write their fraction on an index card and have the students arrange themselves in order from greatest to least or least to greatest. 5. This can be played with dominoes or dice instead of cards. n EVALUATION/ ASSESSMENT There are several ways you can assess your students. 1. Follow up with a short paper pencil quiz. 2. As you walk around the room, make anecdotal records.

5 Lesson Plans Materials Budget Materials Budget Supplier Item DescriptioN cost Quantity Total Cost Math Learning Ctr Dice Opening Eyes to mathematics $ $30.00 Schoolhouse Classroom Dice Set $ $67.96 Overhead math Dice Set $ $35.99 Everyday Math Everything Math Card Deck $ $30.15 Fractional Decimal / Percent Cards $ $30.15 Beth Hines Lewis Anna Woodbury Elem Teacher s Name School: Subtotal $ Tax if applicable Shipping if applicable $6.00 TOTAL BUDGET AMOUNT $200.25

6 Rubric Assessment for Various Math Skills Skill/Objective Beginning 1 Developing 2 Accomplished 3 Exemplary 4 add/subtract with like denominators Student does not write fraction correctly, with same denominators correctly, but does not add/subtract correctly correctly, and adds/sub correctly with 75% fraction correctly, and add/sub correctly with 90% add/subtract with unlike denominators Student does not write correctly correctly, but does not find common multiples correctly, and find common multiples with 75% Student write correctly, and finds common multiples with 90% multiply two and three digit numbers Student does not multiply correctly - does not show multiplication Student shows multiplying, but only in the ones place Student multiplies two and three digit numbers correctly with 75% Student multiplies two and three digit numbers with 90% compare and reduce Student does not compare correctly Student compares correctly less than 75% of the time Student compares correctly and reduces when possible with 75% Student compares correctly and reduces when possible with 90% compare decimals Student does not write decimal correctly (has no Place Value with Decimals) decimal correctly but with less than 75% decimal correctly and shows Place Value with Decimals with 75% decimal correctly and shows Place Value with Decimals with 90%