One-on-One
I can add two fractions to make a total of one!
Materials: Each pair of students will need a “One-on-One” game board, pencils and one set
of fraction cards.
Directions (for 2 players):
The goal is to be the first player to complete 5 number sentences that
each total 1.
1. Position the game board so each player can write on his/her side. (Optionally, cut
apart board and each player keeps one side.)
2. Shuffle the fraction cards and place them face down in a stack.
3. Player 1 draws 5 cards and tries to use the cards to complete one or more number
sentences on his/her game board. Each fraction can only be used once. The player
writes the fractions in the appropriate squares on his/her game board for any
completed number sentences.
4. All cards used to make a number sentence must be discarded. The player may also
choose to discard any unused cards.
5. If a player is unable to form any number sentences, he or she must discard at least
one card.
6. The unused cards can be reshuffled and added to the stack again, if needed.
7. Player 2 has a turn. Play continues with players taking turns.
8. Before each turn, players draw cards to replace those cards that were discarded
during his or her previous turn. In other words, each player starts his or her turn
with 5 cards.
9. The first player to complete the 5 number sentences is the winner.
Variation 1: On each turn, the player chooses two cards to make a number sentence as close to 1 as
he or she can. The player who is closest to 1 is the winner of the round. Play alternates for 5
rounds and the winner of the most rounds is the overall winner.
From Fundamentals: Games to develop and reinforce mental computation strategies, red level,
pages 44-47, by Brian Tickle and James Burnett, Origo Education 2007.
Target 10
I can use mental strategies to add whole numbers and
decimals to the tenths place!
Materials: Each player will need a “Target 10” game board and a pencil. The teacher will
need a standard 1-6 number cube.
Directions:
The object of the game is to reach a total close to or equal to 10
without going beyond 10.
1. The teacher rolls the number cube and calls out the number.
Players choose whether to record that number on their game board
as a whole number of ones or as tenths. Once a decision has been
made it cannot be changed. Example: the teacher rolls 5. Sam
may record it as 5 ones (5), or as 5 tenths (0.5).
2. Players write their choice in the appropriate column on their game
board and keep a cumulative total in the “total” column.
3. Play continues for 8 rounds.
4. The player who scores 10 or is the closest to 10 (but not beyond
10) is the winner.
Variations:
1. If playing without a teacher, students may take turns playing the role of
“teacher,” i.e. rolling the cube and announcing the number rolled.
2. Allow students to score beyond 10. In this case, for example, 10.2 would beat 9.7.
3. Use the game board on page 59 to play “Target One”. In this version, the players
must decide whether to record the number rolled as tenths or hundredths. If
the teacher rolls a 3, players may record it as 0.3 or 0.03. The player who scores
1 or is closest to 1 (but not beyond 1) after 8 rounds of play is the winner.
4. Play either game using a ten-sided die numbered 0-9.
From Fundamentals: Games to develop and reinforce mental computation strategies, red level,
pages 56-59, by Brian Tickle and James Burnett, Origo Education 2007.
Finding Fractions
I can find one-half, one-fourth, one-fifth, and one-tenth
of 20!
Materials: For 2 or more players. Each group of players will need a “Finding
Fractions” game board, a container of counters and one fraction cube. The
ଵ ଵ ଵ
fraction cube should have the labels , , ,
ଵ
ଶ ସ ହ ଵ଴
and two blank faces.
Directions:
The goal is to have the most counters after 10 rounds.
1. Place counters in each of the 20 spaces on the game board. The
object of the game is to collect as many counters as possible from
the game board.
2. Players take turns.
3. On a turn, the player rolls the cube and calculates the fraction
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rolled of the 20 counters on the board. Example: Don rolls . He
ସ,
calculates one-fourth of 20 is 5, removes 5 counters from the
game board and keeps them in his “bank”. If a blank face is rolled,
the player misses his turn.
4. The game board is refilled with counters so that 20 counters are
on the board for each player’s turn.
5. The player with the greatest number of counters after 10 rounds
is the winner. Players can use tally marks to record the number of
rounds.
Variation 1: Use the “Finding Fraction Again” game board (4 rows of 3) and
ଵ ଵ ଵ ଵ
a cube with the labels , , , and two blank faces.
ଶ ଷ ସ ଺
Variation 2: Make your own game board and a matching game cube.
From Fundamentals: Games to develop and reinforce mental computation strategies, green level,
pages 60-63, by Brian Tickle and James Burnett, Origo Education 2007.