Plans for Implementing Math Games for HW
DATE
TO INTRO
GAME
<1/28
DATES FOR
HOMEWORK
_______________
Week of:
0/5
0/<1
-
GAMES
_________________________
Game
#
I
(up to I 0 or larger)
-
0/5
Week of: 10/12 - 10/16
Game #2- Ten Turns
10/12
Week of: 10/1<1 -10/23
Game #3- Make a 10
I 0/I <1
Week of: I 0/26 - I 0/30
Game
0/26
Week of: I 1/2
116
Game #5
1/2
Week of: I 1/<1
I Ill 3
Game #6
1/<1
Week of: I I / I 6 - I 1/20
Game #7
11 / I 6
Week of: 11/30 - I 2/
Game #8
I 1/30
Week of: I 2/7
Game
12/7
Week of: 12/I I -
l2/l
Week of: I/u- 1/8
I/L4
Week of: I/I I
I/I I
Week of: 1/1<1
1/1<1
Weekof: l/25- l/2<1
Game#F1 -TKeBigO
1/25
Week of: 2/I - 2/5
Game #15 - Cover It On 100 Chart (round I)
-
-
-
-
-
I 2/I I
#L1 -
11<1
-
-
-
-
-
Compare Dots
A) Send Home Set B
Dot Addition Cards (Board A) Send Home B
Double Compare
I 0 More, I 0 Less
Turn Around Dominoes
Domino Fact Families
12/18
(IO's& l's - ncludechallenge)
(upto20)
1/15
/22 (Tues)
(Set
(related facts)
Game #13 - First to 100
DATE
TO INTRO
DATES FOR
HOMEWORK
GAMES
^^^^^
_______________
2/I
Week of: 2/8- 2/I
2/8
Week of: 2/ 6 - 2/I
2/16 (lues)
Week of: 2/22 - 2/26
2/22
Week of: 2/2 - 3/
2/2
Week of: 3/7- 3/10 (
3/7
Week of: 3/I
3/I
Week of: 3/2! - 3/2
3/2!
Week of: 3/28 - /I
3/28
Weekof:/l I -/I5
I
Week of: /l8 _L1/22
_________
-
Week of: L1/25
Game#16- Getto2Q
(Tues)
Game # 7- Tens Go Fisk
Game # 18-
)
Game #20
-
00 Facts (100 partners)
Get to 30 & Beyond
3/18
(adding 4,5,6 addends)
(T)
(T
)
Game #22
-
Game #23
-
Fractional Connect Four
Cover it on 100's Chart (round 2)
(l's 10's IOU's)
Game #25- Getto 100
-
Week of: 5/2- 5/6
Game #27
5/2
Week of: 5/1
Game #28 - Measure
5/I
Week of: 5/I 6 - 5/20
__________
-
5/! 3
-
Coin Exchange Game
Game #2I - Great Shapes
(kist
game/no
HW after
5/20)
Name
1. Some pames may require playinp cards and/or dice.
were sent home on Back to School Niht. In additior
cards that will need to be cut before the game is p
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The more times children p
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mathematical game, the more practice they get
h reasoning mathe
Before your child complete
below, talk with your child about what he/she
learr
p in mind the purpose/math oncepts taught by playing the
your child to use developmental spelling when he/she completes the writin
Prom playinq ±h qame, learned (or
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Gamc Under a Rock
Namc.
You need these materials:
Pencil,
Counters (5- 0): you can use pennies, buffons, beai
Under a Rock 9ame workshee+
Cup (can't be transparent)
Purpose of this Game
• This activity allows students to explore parts and wholes.
• In this activity, the child knows the whole and one of the parts. It is their
task to determine the missing part. Do you hear the algebraic thinking
going on there?
Directions
I. Decide how many counters to use each day you play the game. This is the
"Whole" number, Have your child count out that many counters and the
whole number is recorded at the top of the game worksheet.
2. Player I covers his/her eyes, while Player 2 puts some of the counters
under the rock" (the plastic cup)
3 Player I opens his/her eyes and tries to determine how many counters are
under the rock,
L4,
The cup s lifted to check Player I 's answer, and the two parts ar
on the recording sheet
5. On the following days - the partners repeat the process with anotke
combination for the target number
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Ten Turns Materials: One number cube o'
Counters (50-60)
Ten Turns Game Sheet
Players: 2
Object: With a partner, collect as many
counters as you can.
How to Play
Note to Families
For counters, you can
use buttons, pennies,
paper clips, beans, or
toothpicks. If you
don't have a number
cube, see Variation C.
If you don't have the
Ten Turns Game
Sheet, keep track
of the numbers
rolled and each
new total on a blank
sheet of paper.
1. Roll the number cube. What number did you
roll? Take that many counters to start your
collection. Write the number you rolled and
the total number you have. (For the first turn,
these numbers are the same.)
2. On each turn, roll the number cube and take
that many counters. Find the total number of
counters you and your partner have together.
3. After each turn, write the number you rolled and
the new total.
LI.. Playfor 10 turns.
Variations
a. Play for fewer turns or more turns.
b. Roll two number cubes on each turn.
c. Instead of a number cube, use the Number Cards
for 1 to 6. Mix them and turn up one at a time.
© Pearson Educahon, Inc.
204
Investigation 3 ' SessiO
Building Number
MONDAY
Ten Tur
Game Sheet
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ow wo have
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UESDAY
Ten Turns Game Sheet
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Ten Turns Game Shee
Turn
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Now we have
Turn Lk I rolled
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_____
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Game, Make 1 0
Name:
You need these materials:
Deck of cards (without the face cards)
Recording worksheet
Pencil
Purpose of this Game
This activity helps students earn the parts
Learning the "I 0 partners" hebs a studen
equal the whole number of 0.
ecompose numbers when solving
double digit problems.
Partners of 1 0:
8
8+2
3+7
L4
5+5
6+
Directions
I. Deal rows of 5 cards,
e numbers showing
2 Player I finds two cards t hat make I 0. Player I takes the cards and records
the combination of I 0 on the recording worksheet,
3 Replace the missing cards with 2 cards from the deck.
4. Player 2 finds two cards that make I 0 Player 2 takes
e combination of I 0.
5. Rep' ace the missing cards,
6Kee
ng turns finding o cards that
e cara5 ana
recora S
t
0
a
lO and recor n
er Ways to Play
Play with the face cards, The face cards can be any number.
Replace the cards ONLY when there are no more pairs that ma Ke 0
md more than 2 cards that make I 0.
n
U ESDAY
"Make 10" Game Recordina Worksheet
Example
Player 1
8+2=10
Player 2
N
SDAY
"Make 10" Game Recording Worksheet
Example
Player 1
8+2=10
Player 2
Date
Name
ixirrTII
Compare Dots -
Note to Families
With these game
rules, your child is
bringing home a set
of Dot Cards. Please
find a safe place to
keep these cards.
Materials: Dot Cards, Set.
Players: 2
Object: Dedde wHch of two cards
has more dots.
How to Play
1. Mix the cards and deal them evenly to each
player. Place your stack of cards facedown in
front of you.
2. At the same time, both of you turn over the top
card in your stack. Look at the dots. If your card
has more dots, you say "Mel" If the two cards
are the same, turn over the next card.
. Keep turning over cards. Each time, say "Mel"
if your card has more dots.
. The game is over when you have both turned
over all the cards in your stack.
riations
[If you have fewer dots, you say "Me.
Play with three people. Look at all three
numbers. If you have the most dots, say "Me."
I,
Play the game Double Compare Dots. Turn
ver the top two cards in your pile each time.
ind the total number of dots on your two cards.
e player with the higher total says "Me."
183
Investigation I • Session 2
Building Number Sense
DOT CARDS, SET C
You need four copies of this sheet to make a comp'ete set of 32 cards.
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Investigation I Resource
Building Number Sense
DOT CARDS, SET A
You need four copies of this sheet to ma
a complete set of 32 cards.
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Investigation I Resource
Building Number Sense
DOT CARDS, SET B
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Investigation I Resource
Building Number Sens
DOT CARDS, SET D
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190
Name
Date
Dot Addition
rirrn rrnii T4I
Gae5
Note to Families
You may use any of
several Dot Addition
Boards that your
child may bring
home. Although only
four cards fit across
the board, it's OK to
use more to make a
number. Just overlap
them or let them go
off the board.
Materials: Dot Addition Cards (20 do
t cards),
Dot Addition Board, sheet of paper
Players: 1-3
Object: Use combinations of dot ca
rds to
make the numbers on the board.
How to Play
1. Lay out the 20 cards faceup in fou
r row
s
of five. Place the board beside them.
2. Work together to make each numb
er
on the
Dot Addition Board with your cards.
3. You can't use a card twice. For exam
ple, if
you use three 3's to make 9, you can't
use
all 3's to make 1 2.
LL You may rearrange your cards at an
y time until
you have made all the numbers on yo
ur board
5. At the end of the game, write the nu
mber
combinations you made on a sheet
of paper.
Variations
a. Play again with the same board. Fin
way to make each number with the
d a different
cards.
b. Make your own Dot Addition Board
s.
Pearson Education, inc.
215
Investigation 4 • Session 6
Building Number Sense
DOT ADDITION CARDS
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220
Investigation 4 Res
Building Number
Date
Name
Dot Addition Board A
6
10
12
216
Investigation 4.SeS
Building Number
Jsdg
Date
Dot Addition Board B
V
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9
10
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PeQrson Education,
.
217
Investigation 4 Sessions 7-9
Building Number Sense
Na me
Date
Dot Addition Board C
9
12
16
© Pecrson Education, Inc.
218
Investigation 4 • Scssio
Building Numbe
Materials Needed: Pencil, paperclip, I OO's chart, number spinner, and
recording sheet.
Purpose of this activity: Students will use the hundred chart to reinforce
the concept of 1 0 more and I 0 less (the number in the tens place is the
only digit that changes) and to explain the reasoning used.
Directions: Spin the spinner twice to create a 2-digit number. Once the
two-digit number has been identified, spin the 10 more, I 0 less spinner.
Document the two-digit number and I 0 more I 0 less spin on the
recording sheet. Use the hundred chart and have your child justify the
solving process. Justifying starter: I know ___ is I 0
because....
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two digit
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I ccn jcerflf'i 10 tess
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Turn ?rouna Doi noes
MOND?y
Directions
Choose a domino (from the affached pa9e)
and draw it,
2, Write an addition number sentence by addin
the dots on each side of the domino
3. Flip over the domino, draw it a9ain and write
the turn around fact.
F. Repeat with other dominoes
2+3=5
+2=5
II
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11
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DOt41NO*
Fact FawJ(ies
To Prepare:
*cop9 pages 2-3 oF download (Frovtt and back) For
stucLevtts
*Rewtove all the dowtinoes Fro&'vi. sour set that
covttaiv. doubles (such as
or 3/3)
To P1aj:
*Studevt.ts select a dowtivLo, Fill ivt the dots, write the
three vtuwtbers, and use those three vtuwtbers to
write n.upvber Facts For that Fact FawiJ(j. See
exawp(e below.
________
_______
total altogether
2+
5=7
5+2
7-5
2
2
Fccti
TtIJ
c1TQe -
If you're child has a good grasp on fact families using the dominoes, then he/she should be able to
verbalize what makes up a fact family:
• knows that to have a fact family you use the same three numbers to make 2 addition equations
and 2 subtraction equations
• writes the 2 addition equations - the smaller 2 numbers equal the biggest number
•
writes the 2 subtraction equations
for both subtraction equations
you need to write the biggest number first in the equation
If you're child easily gets those two concepts... then here's another way to practice fact families using
groups of I 0.
Instead of havin9 the dots represent 'ones'-have the dots represent 'tens.'
f0
L+O
10
L+0
I
QL4Q=5Q
50
4O+IO=5O
50_1O=L40
50 L4Q 10
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MONDAY
U SDAY
URSDAY
Game: RoU & Ma Ke
Name:
You need these materiak:
• 2or3dice
• Roll and Make game worksheet
• pencil
Purpose of this Game
• This activity helps students build a 2-digit number using tens and ones.
• Students represent the number by drawing a concrete picture using ten sticks
and ones circles (as well as hundred squares for enrichment).
• Finally students decompose (break apart) the number into 2 addends using
tens and ones and will write the number in expanded form (equation).
• NOTE - when the student writes the "tens" in expanded form it should be a 2
digit number. Example 6 tens
60.
=
Directions
I. Roll the dice and student records the number in the "Roll lt" box.
2. Next the student draws the number in the "Make It!" box.
3. Then the student breaks apart the number and writes the number of tens and
ones in the "Write It!" box.
1. Last - the student writes the number in expanded form.
5. See example below...
ROIIIt!
(hi
Makelti
Writelti
_
Enrichment
I. Using 3 dice - have the student complete the Enrichment worksheet.
-
MONDAY
Game # 0- RoH and Make
Roll It!
Make I
I
Write It
ens
ones
tens
ones
tens
ones
tens
ones
tens
ones
U ESDAY
Game
Roll
ORo ana
Make It!
aKe
Write It!
tens
ones
tens
ones
tens
ones
tens
ones
tens
ones
URSDAY
Game # I 0 Roll and Ma Ke
Roll I
Make It!
Write I
tens
ones
tens
ones
ones
tens
ones
NRIC IMEN
Game #10- Ro and Ma Ke
Roll
Make It!
Write It
nunarecis
tens
ones
nunareas
tens
ones
nunareas
tens
ones
hundreds
tens
ones
Game. Under a Ro
Name.
You need these materials:
•
Pencil,
Counters (1 0 20): you can use pennies, buttons, beans, etc.,
•
•
Under a Rock 9ame wo*sheet (veical form)
Bowl (can't be transparent)
Purpose of this Game
• This activity allows students to explore parts and wholes.
In this activity, the child knows the whole and one of the parts. It is their
task to determine the missing part. Do you hear the algebraic thinking
going on there?
Directions
I, Decide how many counters to use each day you play the game (between
I O2O). This is the "Whole" number. Have your child count out that many
counters and the w rio e number is recorded at the top of the game
worKsheet,
e counters
2. Player I covers is ner eyes, w ru Player 2 puts some
"under The rock (the bo
3. Player I opens his/her eyes and tries to determine how many counters are
under the rock.
. The bowl is lifted to check Player I 's answer, and the two parts are listed in
a vertical equation. as well as the whole number, on the recording sheet.
5. On the following days - the partners repeat the process with another
combination for the target number
n
7
0
cf)
w
Game: Subtract from I 0
Name:
You need these materials:
Counters in two different colors
S
•
•
Number cards I - I 0 (from deck of cords - no face cards)
Pencil
Subtract from 0 Recording wo sheet
Common Core Standards & Purpose of this Game
• Students discover how addition and subtraction equations are related usin9 the same
three numbers.
• Understand and apply properties of operations and the relationship between addition
and subtraction.
> Apply properties of operations as strategies to add and subtract. Examples: If 8
I I is known, then 3 + 8 = I I is also known. (Commutative property of
+3
addition.) To add 2 + 6 + -I, the second two numbers can be added to make a
ten, so 2 + 6 + 'l = 2 + 10
12. (Associative property of addition.)
> Understand subtraction as an urnown-addend problem. For example, subtract
I 0 - 8 by finding the number that makes I 0 when added to 8.
Directions
I. Take turns to turn over one card and subtract that number from 10. For
example: I turn over a 3 card
2. SAY the subtraction fact aloud by thinking of a related addition fact.
3. WRITE both related facts (the addition and subtraction facts) on the
recording worksheet. For example 10-7=3 and 3+7=10.
1. COVER the difference (answer) on the board.
5. Keep taking turns until all of the numbers on the board have been covered.
6. Count how many counters you have each used. The winner is the player
with the most counters on the board.
Subtract from Ten Game Board
MONDAY
Record 8 oatrs a re a e
ac s
10
I0
I0
10
I0-
10
ESDAY
Reco
re a ea
ac s
URSDAY
Record 8 P so re a ea
C
0
ame
NameS
S
0
20
You need these materials:
• Game board for each player
Spinner
Recording worksheet
• 2 game markers
Common Core Math Standards Purpose of this Game
•
Use place value understanding and properties of operations to add and subtract.
> Add within 1 00, including adding a two-digit number and a one-digit number,
and adding a two-digit number and a multiple of 1 0, using concrete models or
drawings and strategies based on place value, properties of operations. and/or
the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.
> Understand that in adding two-digit numbers, one adds tens arid tens, ones and
ones; and sometimes it is necessary to compose a ten.
> Given a two-digit number, mentciUy find 1 0 more or 1 0 less than
the number, without having to count; explain the reasoning used.
Purpose of this Game
Student
and subtract a "ten" or a "one" from a number using a
120 c no
Directions
Each player gets his/her own game board and game piece.
Begin at number one on the 1 20 chart,
Spin the spinner and move your game piece, if you can. Then write your
equation on the recording worksheet. If you can't move your game piece
(depending on the spin), you lose your turn.
Continue taking turns until the first person reaches I 20. Whoever
reaches I 20 first wins the game
f
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Name_________________
First to One Hundred
Record your equations.
I
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Name_________________
First to One Hundred
Record your equations.
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Name________________
First to One Hundred
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Record your equations.
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Name
Materials:
Big 0 recording sheet
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Dominoes
Players: 2
Object:
figure out whic n direction a the domino wil
a e the 9reatest
number.
Purpose: Understand t
he two d igits a a two-digit number represents
amount of tens and ones.
How to Play:
I. Each player gets a Big 0 recording sheet,
2. Put all dominoes in a pi e facing down,
3. Each person picks a domino from the pile and lays i
U
orizontal y.
ne irst square (left) on t He domino, de Fines how many tens.
5 The second square (rig t) on the domino, defines how many ones.
6. Each partner shou d lay their domino in the direction that will give them
greatest number.
e
7 Each partner will draw the domno and record their number in expanded and
standard orm on the Big 0 recording sheet,
8. T he person that has the greatest number gets to ta Ke their partner's domino.
. T wo new dominos are c hosen and compared.
0. The player with the most dominos at the end of the game
arn&
Academy Handbook First Grade
81g0
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levis
levis
levis
322
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levis
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levis
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Ovies
arn
Academy Handbook First Grade
igO
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levis
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Oies
Oies
Otes
Ovies
Ovies
levis
Ovies
levis
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________
Ovies
Ovies
Academy Handbook First Grade
61g0
1*epts
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322
Elementary CORE Academy 2006
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