Motivating Maths Games

For Ages 7 - 9

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Motivating Maths Games

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© ReadyEdPbasic ubl i cat i onsin * Consolidating facts •addition f orr evi ew pu r posesonl y• and subtraction. *Ideal for students who need extra help with number skills.

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Written by Stephen Haydock. © Ready-Ed Publications - 2005 Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 614 0

Foreword This series of maths games and activities for students working at 7 to 9 year old levels was developed from a need encountered when I took on the task of coaching my granddaughter who was struggling with aspects of her year level programme.

My initial assessment of her ability indicated that she was working at the Beginning Year One level in her development and so I needed to develop a whole new series of games and activities to assist her to gain an understanding and spontaneous recall of basic facts.

The first strategy used was to establish the concept of number. For this I used the first of the activities published in my previous book. When she became confident in the aspects of working mathematically I then produced the speed practice sheet to develop automatic recall of basic sums and differences. Using this strategy, her recall of basic facts improved rapidly and from that I developed the Maths Messages and the dice games, Capture Rapture and Colour The Number.

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Other games such as Number Snap, Memory and Number Fish, all using an ordinary pack of cards, were developed to add interest and diversity to the learning programme.

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For the teacher who has not bought my previous book “Maths Games and Activities for 6 - 11 year olds”, I have included other games and activities which have proved popular with students I have encountered when acting as a relief teacher. To those who have purchased the publication, the games have been revised to suit the immediate target of this book.

The programme my granddaughter undertook was highly successful and within one semester she was working with success at her correct level and handling new challenges with confidence.

Using This Book

To achieve the full potential of this book it is recommended that the teacher or the school purchase eight packs of playing cards and thirty ten-sided dice. This will enable the students to have fun practising the facts that they have discovered and learned.

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I have tried to keep instructions for the activities as simple and self explanatory as possible but where I felt that more detailed explanations were required these have been included with the activity.

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It is my wish that your students have fun practising their maths while using this book.

Stephen Haydock

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It would also be recommended that the games which require repetitive use be laminated so that they could be used repeatedly without the inconvenience of the necessary duplication by photocopying. Also it has been discovered that some of the dice games, e.g. Noughts and Crosses could not be completed in the allotted time and a laminated sheet would allow the students to complete their game in another period or in free time.

(I have known one game of Noughts and Crosses that extended for a period of twenty minutes before a winner was achieved – and it wasn’t me!) The laminated game sheets can also be used as an early finisher activity.

o c . che e r o t r s super ACKNOWLEDGMENTS

I wish to acknowledge the persons listed below and thank them for their time, effort and feedback in trialing these games and activities. Their efforts make this publication a truly valuable resource for improving mathematical ability in the junior years.

Karen Harford, Clifton Hills Primary.

Christine Hartlebury, South Kalgoorlie Primary.

The students , Clifton Hills Primary.

My granddaughter, Gemma Hancock, whose need inspired the majority of this publication.

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Foreword ............................................................................................... 2 Using This Book .................................................................................... 2 Curriculum Links to Student Outcome Statements ..................... 4 - 5 Assessment Checklist ......................................................................... 6 The Sorting Game; Make a Sum: Teachers’ Notes ........................... 7 The Sorting Game ................................................................................ 8 Make the Sum ...................................................................................... 9 Make the Number; Speed Tests 1 - 3: Teachers’ Notes ................. 10 Make the Number ............................................................................... 11 Speed Plus 1 - Basic Sums Speed Practice ...................................... 12 Speed Plus 2 - Basic Sums Speed Practice ..................................... 13 Speed Plus 3 - Basic Products Speed Practice ................................... 14 Find the Answer; Connect Three: Teachers’ Notes ........................ 15 Find The Answer 1 ............................................................................... 16 Find The Answer 2 .............................................................................. 17 Connect Three ..................................................................................... 18 Secret Connections Plus: Teachers’ Notes ...................................... 19 Secret Connections Plus ................................................................... 20 Secret Connections Plus .................................................................... 21 Maths Bingo; Maths Messages: Teachers’ Notes ........................ 22 Maths Bingo 1 ..................................................................................... 23 Maths Bingo 2 .................................................................................... 24 Maths Message 1 .............................................................................. 25 Maths Message 2 ............................................................................. 26 Maths Message 3 ............................................................................. 27 Maths Message 4 ............................................................................. 28 Maths Message 5 ............................................................................. 29 Maths Message 6 ............................................................................. 30 Maths Message 7 .............................................................................. 31 Maths Message 8 ............................................................................. 32 Maths Message 9 ............................................................................. 33 Maths Message 10 ............................................................................ 34 Maths Message 11 ............................................................................. 35 Maths Message 12 ............................................................................ 36 Maths Message 13 ............................................................................ 37 Maths Message 14 ............................................................................ 38 Maths Message 15 ............................................................................ 39 Maths Message 16 ............................................................................ 40 Maths Message 17 ............................................................................. 41 Number Chase; Addition Detective: Teachers’ Notes ................... 42 Number Chase ................................................................................... 43 Number Chase ................................................................................... 44 Number Chase ................................................................................... 45 Number Chase ................................................................................... 46 Addition Detective 1 ........................................................................... 47 Addition Detective 2 .......................................................................... 48 Card Games; Dice Games: Teachers’ Notes .................................. 49 Capture Rapture 1 ............................................................................... 51 Capture Rapture 2 ............................................................................. 52 Colour Your Number 1 ....................................................................... 53 Colour Your Number 2 ...................................................................... 54 More Dice Games ............................................................................. 55 Noughts and Crosses ....................................................................... 56

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Contents

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Motivating Maths Games

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Links to Student Outcome Statements Links to Maths Outcome Statements (AUS) and Achievement Objectives (NZ) The activities in this book address the following relevant strands and outcomes:

Victoria MATHS Strand: Number Stage 1 Number 1.1, 1.2, 1.3, 1.4

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MATHS Strand: Working Mathematically Sub-strands: Problem Solving – WM 1.3, WM 2.2

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Strand: Number Stage 2 and 3 Sub-strands: Numbers, Counting and Numeration: 2.1, 2.2 Mental Computation and Estimation: 2.1, 3.3, 3.1, 3.2 Computation and Applying Number: 2.1, 2.2, 2.3, 3.1 Number Patterns and Relationships: 2.1, 2.2, 2.3, 3.1

Strand: Number Sub-strands: Whole Numbers – N 1.1, N 2.1(a); Number Facts – N 1.3(a), N 1.3(b), N 2.3(b), N 3.3 Number Operations – N 1.4(a), N 1.4(b), N 2.4(a), N 2.4(b)

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• South Australia Strand: Space Sub-strands: Data Representation – S 1.5

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Strand: Number – 1.6, 1.7, 1.8, 2.6, 2.7

Queensland

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MATHS Strand: Number Level 1 Topics – Number Concepts: N 1.1, Addition and Subtraction: N 1.2, Multiplication and Division: N 1.3

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MATHS Strand: Exploring, Analysing and Modelling Data – 1.2, 2.3

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Strand: Number Level 2 Topics – Number Concepts: N 2.1, Addition and Subtraction: N 2.2, Multiplication and Division: N 2.3

Strand: Patterns and Algebra Level 1 Topics – Patterns and Functions PA 1.1, Equivalence and Equations PA 1.2 Strand: Patterns and Algebra Level 2 Topics – Patterns and Functions PA 2.1, Equivalence and Equations PA 2.2 Strand: Chance and Data Level 1/2 Topic - Data CD 1.2, CD 2.2

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Western Australia MATHS Strand: Working Mathematically (Levels 1-3) Sub-strands: Mathematical Strategies – WM 1.2, 2.2, 3.2; Apply and Verify – WM 1.4, 2.4, 3.4 Strand: Number (Levels 1-3) Sub-strands: Understand Numbers – N 1.1, N 2.1a; Understand Operations – N 1.2, N 2.2; Calculate – N 1.3, 2.3, 3.3; Reason About Number Patterns – N 1.4, 2.4

r o e t s B r e oo National Curriculum (Australian) p u k S Strand: Chance and Data (Levels 1-3) Sub-strands: Collect and Organise Data – C&D 1.2, C&D 2.2, 3.2

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MATHS Strand: Working Mathematically Sub-strands: Investigating – 1.1, 1.2; Uses Problem Solving Strategies – 1.3; Applying and Verifying – 1.4; Using Mathematical Language – 1.5 Strand: Number Level 1 Sub-strands: Count and Order – 1.11; Number Patterns – 1.12; Mental Computation – 1.15; Calculators – 1.17

Strand: Number Level 2 Sub-strands: Count and Order – 2.11; Number Patterns – 2.12; Equations – 2.13; Mental Computation – 2.15; Written Computation – 2.16; Calculators – 2.17

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Strand: Chance and Data Level 1 and 2 Sub-strands: Collecting Data – 1.24, 2.24

New Zealand

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Strand: Number: Exploring Number – Level 1 and Level 2

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MATHS – Achievement Objectives

Strand: Number: Exploring Computation and Estimation – Level 1 and Level 2 Strand: Algebra: Exploring Patterns and Relationships – Level 1 and Level 2

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Mathematical Processes::

Problem Solving: • pose questions for mathematical investigation; • devise and use problem solving strategies to explore situations mathematically; Develop Logic and Reasoning: • interpret information and results in context; • describe and continue word/number patterns; Communicating Mathematical Ideas: • devise and follow a set of instructions to carry out a mathematical activity.

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Assessment Checklist Use this sheet as a skills checklist for your records.

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understands basic facts to 10

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understands basic facts to 18

writes number sentences correctly, given a set of subsets creates own number sentences recalls basic sums to 18

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recalls basic sums to 18 (5mins)

recalls basic multiplication up to 5 recalls basic multiplication of 10 x table

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combines three numbers to make a predetermined total

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cracks codes by working mathematically uses mathematical knowledge of number operations to solve number problems

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solves simple equations

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performs mental computations

completes and identifies number patterns and explains rules matches pairs of number combinations shows evidence of employing problem solving strategies follows rules for maths number games clearly communicates mathematical ideas Page 6

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Teachers’ Notes

The Sorting Game (Page 8)

This activity is intended for students working at 7 - 8 year old levels to help them develop an understanding of basic facts to ten. It can also be used by students aged up to 10 to discover and consolidate basic facts to 18.

Playing the Game Students are given a set of objects/counters according to the fact you wish them to discover. Their task is to create two subsets using all the counters and write a number sentence about those subsets.

Students are to make as many number sentences as they can.

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r o e t s Bo r e p ok u Make a Sum (Page S9)

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This activity allows working at 7 - 8 year old levels to create their own number sentences by linking objects in Set One with objects in Set Two with a line. When this has been done they can write the number sentence next to the connection.

Alternatively, it can be used to discover basic facts for a specified number, e.g. 10. This would be done by linking 1 in Set One with 9 in Set Two. The number sentence in row one would be 1 + 9 = 10, while in the last row it would be 9 + 1 = 10.

Example One: Set One

Set Two Number Sentence ©R eadyE dPubl i cat i ons 1+1=2 •f orr evi ew2 + p posesonl y• 2 =u 4 r

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Example Two: Set One

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Number Sentence

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3+3=6

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2+3=5 3+2=5 4+1=5

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Group 2

Your number sentence

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The Sorting ew Game i O Sort your set of objects into two subsets ev and write the number sentence.

Pr Number of objects to be sorted: ________

Group 1

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Make a Sum O

Make a sum by joining a set of objects in Set One with a set of objects in Set Two. Then write the number sentence.

Set Two

Number Sentence

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Set One

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Teachers’ Notes

Make the Number (Page 11)

Make the Number allows students working at 8 - 10 year old levels to consolidate basic facts to 18.

Students can choose their own connections to create a number sentence, or work to find facts for a more specific number as directed by the teacher.

Example: Column One Column Two Number Sentence 12

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Make the number:

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Speed Test 1 (Page 12)

This activity has been designed to consolidate the automatic recall of basic sums to 18 through regular weekly practice. After completing Practice One, the student chooses five combinations to learn for the week. In the second week the child completes Practice Two and does the same. This practice should continue till the student becomes confident in the recall of basic sums.

NOTE: Allow a maximum of five minutes to complete the practice and have the child record the time taken to do so.

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Speed Test 2 was developed to assist in recalling basic differences. It should only be used after the student has become proficient at Speed Test 1.

Speed Test 3 - Multiplication (Page 14) This speed test is designed to cater for the beginning of understanding of products up to, and including, 5 x 5 plus the 10 x table. After being introduced to the concepts of products the student then tackles the practice exercises on a weekly basis, as was done for the addition speed tests. Again a time limit of five minutes should be allowed for each practice with the student recording the time it took to complete the exercise.

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Make the Number O

Draw a line to connect a number in Column One with a number in Column Two to make the given number. Write the number sentence about that connection.

Make the number: _______

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Speed Test 1 Basic Sums Speed Practice

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Do Practice 1 and learn the sums you do not know before you try the next column. Maximum time for each practice is not to exceed FIVE MINUTES. Practice 2 8+3= 9+4= 8+6= 9+7= 9+2= 8+4= 9+3= 9+5= 6+6= 7+7= 8+8= 9+9= 6+5= 7+6= 8+7= 9+8= 7+4= 8+5= 7+5= 9+6= No. correct: Time taken: I will learn these:

Practice 3 7+6= 8+7= 9+8= 7+4= 8+5= 9+6= 8+3= 9+4= 8+6= 9+7= 9+2= 8+4= 9+3= 9+5= 6+6= 7+5= 8+8= 9+9= 6+5= 7+7= No. correct: Time taken: I will learn these:

Practice 4 6+6= 7+6= 8+3= 7+7= 8+7= 9+4= 8+8= 8+6= 9+9= 7+4= 9+7= 6+5= 8+5= 9+2= 8+4= 8+9= 9+6= 9+3= 9+5= 7+5= No. correct: Time taken: I will learn these:

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Practice 1 6+6= 7+7= 8+8= 9+9= 6+5= 7+6= 8+7= 9+8= 7+4= 8+5= 9+6= 8+3= 9+4= 8+6= 9+7= 9+2= 8+4= 9+3= 9+5= 7+5= No. correct: Time taken: I will learn these:

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Speed Test 2 Basic Sums Speed Practice

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Do Practice 1 and learn the sums you do not know before you try the next column. Maximum time for each practice is not to exceed FIVE MINUTES. Practice 2 8+ = 11 9+ = 13 8+ = 14 9+ = 16 9+ = 11 8+ = 12 9+ = 12 9+ = 14 6+ = 12 7+ = 14 8+ = 16 9+ = 18 6+ = 11 7+ = 13 8+ = 15 9+ = 17 7+ = 11 8+ = 13 7+ = 12 9+ = 15 No. correct: Time taken: I will learn these:

Practice 3 7+ = 13 8+ = 15 9+ = 17 7+ = 11 8+ = 13 9+ = 15 8+ = 11 9+ = 13 8+ = 14 9+ = 16 9+ = 11 8+ = 12 9+ = 12 9+ = 14 6+ = 12 7+ = 12 8+ = 16 9+ = 18 6+ = 11 7+ = 14 No. correct: Time taken: I will learn these:

Practice 4 6+ = 12 7+ = 13 8+ = 11 7+ = 14 8+ = 15 9+ = 13 8+ = 16 8+ = 14 9+ = 18 7+ = 11 9+ = 16 6+ = 11 8+ = 13 9+ = 11 8+ = 12 8+ = 17 9+ = 15 9+ = 12 9+ = 14 7+ = 12 No. correct: Time taken: I will learn these:

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Practice 1 6+ = 12 7+ = 14 8+ = 16 9+ = 18 6+ = 11 7+ = 13 8+ = 15 9+ = 17 7+ = 11 8+ = 13 9+ = 15 8+ = 11 9+ = 13 8+ = 14 9+ = 16 9+ = 11 8+ = 12 9+ = 12 9+ = 14 7+ = 12 No. correct: Time taken: I will learn these:

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Speed Test 3 Basic Products Speed Practice

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Do Practice 1 and learn the sums you do not know before you try the next column. Maximum time for each practice is not to exceed FIVE MINUTES. Practice 1 Practice 2 Practice 3 Practice 4 1x1= 2x2= 10 x 1 = 1x1= 1x2= 3x3= 10 x 2 = 1x3= 1x3= 4x4= 10 x 3 = 1x5= 1x4= 5x5= 10 x 4 = 3x3= 1x5= 2x3= 10 x 5 = 5x5= 2x2= 3x4= 2x2= 3x4= 3x3= 4x5= 3x3= 2x4= 4x4= 2x4= 4x4= 2x5= 5x5= 3x5= 5x5= 10 x 2 = 2x3= 2x5= 2x3= 10 x 4 = 3x4= 10 x 1 = 1x1= 1x2= 4x5= 10 x 2 = 1x2= 1x4= 2x4= 10 x 3 = 1x3= 2x2= 3x5= 10 x 4 = 1x4= 4x4= 2x5= 10 x 5 = 1x5= 2x3= 10 x 1 = 1x1= 7x5= 4x5= 10 x 2 = 1x2= 8x8= 3x5= 10 x 3 = 1x3= 9x9= 10 x 1 = 10 x 4 = 1x4= 6x5= 10 x 3 = 10 x 5 = 1x5= 7x7= 10 x 5 = No. correct: No. correct: No. correct: No. correct: Time taken: Time taken: Time taken: Time taken: I will learn these: I will learn these: I will learn these: I will learn these:

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Motivating Maths Games

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Teachers’ Notes

Find the Answer 1 & 2 (Pages 16, 17)

These number puzzles are designed to give students practice in adding three numbers with a sum of less than 20. This helps to consolidate basic facts to 18.

You can use the basis of this game by providing different combinations to fit the answers.

The game is self correcting, as children will discover when they have completed the grid.

Connect Three (Page 18)

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Connect Three is a great game which gets students involved in combining three numbers to make a designated number. The game is suitable for students working at the 8 to 10 year old levels.

After playing this game students will be ready to play the sequel, Secret Connections (Page 20).

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Playing the Game: For this game students are required to join three adjacent numbers in each grid whose sum equals the number in the box adjacent to the grid. This is done by drawing a line from one addend to another. The simpler sums have only one solution but as the value of the answer increases, so do the number of allowable solutions, thus providing other challenges for the students.

It is recommended that for students of limited ability a calculator be used.

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Extension Have students find as many connections for each answer as they can, with points being allocated for every correct connection.

What answers provide the greatest number of connections?

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Find The Answer 1 O

Calculate these sums and find the answers in the grid below. Colour them red.

Colour the rest blue. Answers only go across. Don’t use the same number twice.

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6o +r 6 + 3 = e t s Bo r e + 6 p = 5 + 2 + o 6 = u k + S 8 = 13 + 3 + 4 =

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Find The Answer 2 Calculate these sums and find the answers in the grid below. Colour them red.

Colour the rest blue. Answers only go across. Don’t use the same number twice.

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Connect Three Make the number shown in the box by adding three adjoining numbers in the grid.

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Ready-Ed Publications

Secret Connections Plus (Pages 20, 21)

Teachers’ Notes

Do you want your class to have fun while at the same time undertake valuable learning experiences?

Well this is the game for you. The order of the numbers in the grid have been altered from Connect Three (Page 18).

r o e t s Bo r e p ok u S

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Teac he r

Playing the Game Students create their own combinations by adding three adjoining numbers and placing the sum of those numbers in the box beside the grid. When they have completed all boxes they then challenge their partner to discover the secret connection, being careful not to show the connections they have created.

When the partner makes the connection it is written in the smaller box of the answer grid.

The blank game board provided (Page 21) allows you or the students to create a multitude of games, based on any sequence of numbers from one to nine.

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Secret Connections Plus O

Create a sum for each grid by adding three adjoining numbers. Place your answer in the box next to the grid then challenge your partner to discover your connections and write them in the box below your sum.

Note: Don’t show your connections.

3

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o e 3t 5 r 1 3 5 s B r e oo p 2 4 9 2 k 4 9 u S 7 8 6 7 8 6 1

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Secret Connections Plus Create a sum for each grid by adding three adjoining numbers. Place your answer in the box next to the grid then challenge your partner to discover your connections.

Note: Don’t show your connections.

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Place your own combination of numbers in each grid.

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Teachers’ Notes

Maths Bingo 1 & 2 (Pages 23, 24)

Playing the Game This activity has been developed to consolidate basic facts in addition and subtraction. Other facts can be developed by using the blank game sheet provided.

How to Play Have the children complete the sums at the top of the sheet. When this has been done students choose any five of those sums to make a game. Students are to write the full number sentence in the boxes provided and not just the answer. Have the children make as many games as they can.

Write the answers on pieces of card or paper and turn them face down on the desk. Alternatively, write out the nine combinations on a sheet of paper for use when playing the games.

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Playing the Game (Game One only)

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• Either you or a student chooses an answer card or an answer from the sheet of combinations, calls the answer and writes it on the board.

• If students have chosen the combination that matches that answer they give it a tick.

• Continue calling answers until student/s have the five combinations ticked. When this happens the student/s call “Bingo”.

• Check for accuracy and if it is correct declare the winner. Winners can write their name on the board.

• The winning student can then call the answers for the next game.

© (Pages Rea d-y EdPubl i cat i ons Maths Messages 25 41)

•f orr evi ew pur posesonl y•

This section contains seventeen maths puzzles for students to complete. They have been designed to consolidate the basic facts the children have been practising in all the previous activities.

These activities are a lot of fun and are self correcting.

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The student is posed a question such as “Why does an elephant have a trunk?”. By completing the sums correctly the students obtain the letters to crack the code to find the answer.

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Name:

Maths Bingo 1 O

Write the answers to the sums printed below and then choose any five to make a game. Write your choices in the boxes below. Make as many games as you can.

10 – 2 =

6 + 5 =

6 + 3 =

18 – 6 =

7 + 7 =

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Teac he r

7 + 8 = r o e t s B r e5 + 8 = o9o+ 7 = 13 – 3 = p u k S Game 1 Game 2 Game 3

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Game 5

Game 6

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Maths Bingo 2 O

Template

Write the answers to the sums printed below and then choose any five to make a game. Write your choices in the boxes below. Make as many games as you can. =

=

=

=e = r o t s B r e oo = = = p u k S Game 1 Game 2 Game 3

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=

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Game 7

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Game 5

Game 6

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Name:

Maths Message 1 O

Calculate the sums printed below.

Write the letter next to the sum in the code box under the answer contained in the code.

Now find the message by writing the letter beneath the code number under the numbers printed in the message.

6 + 4 +

Teac he r

3 + 5 +

r o e t s r e C 4 +B4o 3 =p –o 0 = u k B 1 = 3 + 2 + 6 = S

L M

N

2 + 2 + 3 =

A

1 + 1 + 0 =

D

7 + 7 + 2 =

O

4 + 2 – 1 =

E

2 + 3 + 1 =

S

3 + 3 – 2 =

H

8 + 8 – 2 =

U

I

3 + 3 + 4 =

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7 + 7 + 1 =

© ReadyE dPu bl i cat i ons F 8 + 2 – 7 = •f orr evi ew pur posesonl y•

6 + 4 – 9 = 4 + 4 + 4 =

Y T

Code Box: 2

3

4

5

6

7

8

9 10 11 12 13 14 15 16

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Message: 1

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9 5 13 7 14 6 5

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Maths Message 2 O

What is yellow, lives in a tree and is highly dangerous?

To find out complete the sums below, then find the answer of the sum in the code box.

Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

A

r o e t s Bo r e p N oWk C u Y S8 7 8 7

I

+ 6

+ 7

+ 9

R

T

H

S

O

G

9 + 5

9 + 9

13 + 6

16 + 4

15 + 6

19 + 5

18 + 7

17 + 9

18 + 9

Teac he r

+ 4

8 + 9

18 + 4

© ReadyEdPubl i cat i ons •f oMrr evi eKw pur p eso l y• E os Dn

17 + 6

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24 11 20 25 26 2 7

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12 11 13 11 14 15

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Motivating Maths Games

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Name:

Maths Message 3 What is big, yellow and considered very dangerous?

O

To find out complete the sums below, then find the answer of the sum in the code box.

Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

A

Teac he r

+ 5

+ 7

+ 9

I

N

F

E

8 + 8

9 + 8

9 + 9

14 + 5

17 + 5

16 + 7

15 + 9

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Code Box:

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Message: 11

T

© ReadyEdPubl i cat i ons •f orr e i ew pu posesLonl y• G Cv Ur

18 + 3

11

9 + 6

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8 + 3

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12 13 11 14 15

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Maths Message 4 O

Why is it dangerous to walk in the jungle during the day?

To find out complete the sums below, then find the answer of the sum in the code box. Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

r o e t Es R B C r e oo8 17 p 9 19 + 4u + 3 + 3 + k 5 S

B

T

U

I

S

G

L

9 + 6

19 + 6

9 + 7

19 + 7

9 + 8

P

9 + 9

18 + 5

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J

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19 + 8

© FReady EdPu i cat ons M HNbl Ai 19 13 17 7 17 •f o r r e v i e w p u r p o s e s o n l y • + 9 + 6 + 3 + 7 + 7

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Code Box:

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

. t Message: e 11 12 13 14

14 22 12

o c . c e r 15 16h 12 12 17 12 18t 19 er o s 14 20 21 16 super

23 15 24 18 25 20 26

27 15 21

27 28

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Name:

Maths Message 5 O

Why has the platypus got a flat bill?

To find out complete the sums below, then find the answer of the sum in the code box. Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

9 + 2 =

Teac he r

16 + 6 =

r o e t s K o6 + 6 B r e p o u 9 + 4 = 19k + 4 D C S B

19 + 2 =

=

E

=

H

18 + 6 =

R

7 + 8 =

U

17 + 8 =

N

8 + 8 =

S

18 + 8 =

G

9 + 8 =

I

19 + 8 =

J

15 + 3 =

T

18 + 2 =

L

15 + 13 =

P

15 + 4 =

W

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8 + 6 =

© Re ady EdPubl i cat i ons 25 + 5 = 26 + 5 = M F •f orr evi ew pur posesonl y•

O

18 + 11 =

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Message: 11 12 13 14 15 16 12

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17 18

19 14 20 21 12 22

17 25

o c . c e 27 15h 25e 26 20 12 19 23 12r o t r s 25 18 23 12 super

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19 12 24 12

31 15 18

31 30

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Maths Message 6 O

How do you know there is an elephant in the lift with you?

To find out complete the sums below, then find the answer of the sum in the code box.

Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

S

Teac he r

–

3

–

8

–

8

–

T 18 – 7

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11 – 4

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I

P

R

C

24 – 12

24 – 10

18 – 5

20 – 4

11 – 7

23 –21

U

A

9 + 8 – 2 =

B

12 – 9

15 – 10

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

30 – 29

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. t4 5 6 7 8 9 10 11 12 13 o 1 2 3 e 14 c . che e r o t r s s r u e p Message:

Code Box:

1 2 3

4 5 6

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2 6

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11 12 9

15 16 9 5 11 12 Ready-Ed Publications

Name:

Maths Message 7 Why do elephants have slits in their feet?

O

To find out complete the sums below, then find the answer of the sum in the code box.

Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

S

Teac he r

–

9

–

H 13 – 9

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20 – 19

r o e t s Bo r e pO T o u k S 11 12 9

A

E

Y

13 – 8

15 – 9

14 – 7

W

R

G

19 – 9

27 – 16

16 – 4

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

15 – 6

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2

Message: 1

16 – 8

2

10 6

3

5

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11

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3

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Maths Message 8 To find out complete the sums below, then find the answer of the sum in the code box.

Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

T

Teac he r

–

8

–

7

–

5

E

H

A

N

12 – 4

14 – 5

17 – 7

19 – 8

F

Y

C

26 – 13

26 – 12

28 – 13

V 12 – 5

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11 – 8

r o e t s Bo r e Op G Io u k S12 12 11

S

15 – 3

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Why do elephants wear ripple soled shoes?

. t6 7 8 9 10 11 12 13 14 15 o 3 4 5 e c . che e r o t r s super Message: Code Box:

3 4

5 6 7 8

13 6 13 3 14 Page 32

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13 6 13 3 14 Motivating Maths Games

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10

15 9 10 11 15 8 Ready-Ed Publications

Name:

Maths Message 9 Granddad: “Gemma! What is the difference between an elephant and a piecost?”

Gemma: “What’s a piecost, Granddad?”

To find out complete the sums below, then find the answer of the sum in the code box. Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

O

A

Teac he r

–

7

–

9

P

– 17

– 13

13 – 9

O

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11 – 8

r o e t s Bo r e p S ok Eu D N S1 3 18 29 28

C

T

L

Y

I

15 – 8

25 – 15

26 – 13

27 – 11

14 – 9

17 – 9

R

F

10 + 10 – 2 =

V

26 – 12

39 – 22

27 – 16

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Code Box: 3

4

Message: 3

4 5 6

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8

9 10 11 12 13 14 15 16 17 18

7 8 9 10 9

12 8 13 13 3 14 9 Ready-Ed Publications

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10 11 8

10 11 6 15 10 16 Motivating Maths Games

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Maths Message 10 O

How many elephants can you fit into a Volkswagen?

To find out complete the sums below, then find the answer of the sum in the code box. Write the letter above the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

F

o e t s H r BoC r e 13p 28 38 o u – 7 – 18 – 23 k S T

O

W

A

R

11 – 8

13 – 6

36 – 24

14 – 9

U

13 – 9

4

5

. t Message: e 2

3

4

5

2

5

3

9

6 10 11 Page 34

29 – 15

6

7

8

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B

© Re dyEd bl i ca i ons E I a D Pu Nt 17 27 18 17 •f or r e v i e w p u r p o s e s o n l y • – 9 – 14 – 9 – 6

Code Box: 2

29 – 13

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Teac he r

11 – 9

K

9 10 11 12 13 14 15 16

o c . ch e 6e 7 3 8 9 r6 10 o r st super 6

12 9 13

6

7

3

11

8

9

14 12 15 16 Motivating Maths Games

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Name:

Maths Message 11 How many hippopotamuses can you fit into a Volkswagen?

O

To find the answer complete the number sentences printed below, then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

r o e t s Bo r e p N 7 + 7 –o2k= – 19 u = S P – 6 = 8 + 6 – 4 =

9

+ 8

14 – 7

– 2

=

H

5 + 8 – 7

17 – 4

– 4

=

U

7 + 5 –

6

+ 6

– 5

=

A

9 + 7 – 8

18 – 9

– 6

=

E

7 + 8 –

6 6

S L

ew i ev Pr

Teac he r

10 + 10

=

R

10 =

O

1

=

F

=

B

© dyE u i a i ns TdP – R 9 e =a 7b +l 9c –t 1o = +• 7 f – r 0 r =e o vi ewIpur posesonl y• + 7

C

Code Box: 3

2

1

3

7 6 3

13 1

5

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Message: 1

4

6

7

8

9 10 11 12 13 14 15

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o c 3 15 7 9 12 3 4.

5 3 c14he e r o r st super

8 2 9 6

3 10 3 11 5 7

1

6 3

4 12

13 4

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Maths Message 12 O

How do you know that there is an elephant in the lift with you?

To find the answer complete the number sentences printed below, then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

–

Teac he r

15 + 5

r o e t s Bo r e p Y 9 +7 –o 18 = 3 k = u S L 7 = 7 + 8 – 12 =

T O

+ 9

–

6

+ 6

– 8

=

U

6

+ 9

– 1

=

H

7

+ 8

– 0

=

P

9

+ 6

– 10 =

C

9

+ 8

– 11 =

A

9

+ 6

+ 2

=

B

I

8

+ 8

– 9

=

N

10 + 10 – 4

=

ew i ev Pr

9

© adyE l c i o s R S dP – 7R =e 11u +b 9i –a 2t =n 6•f –o 5r =r 10p +o 6s –s 7o =n evi ewE pur e l y• M

9

+ 6

9

+

Code Box: 5

Message: 2

3

7

8

9 10 11 13 14 15 16 17 18

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4

15 10 6

6

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2

7

o c .

5c 6h7 8 9 10 11 11 e 13 14 r er o st super 4 13 8

3

7

10

16 13 8

17 18 10 6 13 14 Page 36

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Name:

Maths Message 13 Why do elephants paint their toenails red?

O

To find the answer complete the number sentences printed below, then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

6 + 8 –

=

W

6 + 9 – 1

6 + 9 – 10 =

T

5 + 8 – 7

4 + 4 + 5

=

D

6 + 8 – 2

7 + 4 – 4

=

A

7 + 8 – 0

E

=

R

=

H

=

I

6 + 9 – 11 =

O

© Re dyE u i a i ns NdP =a 7b +l 4c –t 1o = + • 8f –o 5 r =e r vi ewYpur posesonl y•

6 + 8 – 3 6

B

ew i ev Pr

Teac he r

5 + 8 +

r o e t s Bo r e p P 7 + 4 +o5k= 4u = S S 11 = 6 + 9 – 7 =

C

Code Box: 5

6

. te

Message: 3

4

5

6 12 13 8

3

5 14

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7

7

8

9 10 11 12 13 14 15 16 17

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3

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5

6

7

11

8

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Maths Message 14 O

How many elephants can fit into an empty lift?

To find the answer work out the number sentences printed below then find the answer in the code box. Write the letter printed next to the sum in the code box under the answer. Now answer the question by writing the letter printed below the code number in the numbered message.

r o e t s r Y 9 – B 3 o + 13 = e p R 8– 2+o 1 = 6 k = u S M 7 = 13 – 6 + 10 =

6 + 9 + 5

7 + 4 +

T G

ew i ev Pr

Teac he r

7 + 8 –

P

=

8 + 5 – 6

=

C

7 + 6 –

4

=

U

7 + 6 + 3

=

F

6 + 8 + 1

=

L

6 + 9 – 10 =

E

7 + 7 – 8

=

B

7 + 8 –

S

6 + 9 – 7

=

A

5

=

©11R=eadyEdP l c t i o s O N 6u +b 9i –a 12 =n Hp o evi ew ur e l y• I 4• +f 2r =r 5p +o 2s +s 4o =n

7 + 8 – 7 +

Code Box:

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3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Message: 3 4 5 11 10

. te 6 5 7 8 9 10 5 3 4 7 5 o11 12 c . che e r o t r s13 5 4 12 13 r u 11 4 12 13 5s 14 p 5e 12

15 11 16 12

11 10

4 3

5

15 3 4 17 5 14

5 18 19 12 20 Page 38

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Name:

Maths Message 15 What time was it when the elephant sat on the fence?

O

To find the answer work out the number sentences printed below then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

6 + 9 –

r o e t s Bo r e p C 2 x 3 +o1k= 3u = S E 3 = 3 x 4 + 1 =

7 + 4 –

3 =

W

4 x

4 + 1 =

F

7 + 4 + 3 =

G

3 x

4 – 3 =

A

7 + 8 –

5 =

S

4 x

4 – 1 =

N

7 + 8 –

9 =

I

3 x

4 – 1 =

M

6

9 10 11 12 13 14 15 17 18

T O

ew i ev Pr

Teac he r

6 + 9 +

7

8

w ww

Message: 6

7

14 12

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7

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8

9 10

7

6

11 12

m . u

© ReadyEdPubl i cat i ons Code Box: •f orr evi ew pur posesonl y•

7

13

o c . c e 9h 15 12 8 17 r 12 15 18 er o t s super

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Maths Message 16 O

Why couldn’t the elephant tell the time?

To find the answer work out the number sentences printed below then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

4 +

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4 x

r o e t s Bo r e p Y 2x 6–o 2 = 7 k = u S L 4 = 2 x 6 – 5 =

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Name:

Maths Message 17 What’s grey and travels at ninety kilometres an hour?

O

To find the answer work out the number sentences printed below then find the answer in the code box.

Write the letter printed next to the sum in the code box under the answer.

Now answer the question by writing the letter printed below the code number in the numbered message.

4 –

Teac he r

2 x

r o e t s Bo r e p A 3 x 5 xo1k= 4u = S P 2 = 3 x 4 – 1 =

C O

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Number Chase (Pages 43 - 46)

Teachers’ Notes

r o e t s Bo r e p ok u S

Example: If the answer was 4284, what combination would be correct? a) 2340 + 2650 b) 8 x 527 c) 612 x 7

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Playing the Game This is a popular maths activity which caters for all levels of ability as well as allowing the teacher to consolidate any mathematical concepts required.

The ideal place to play this game is the playground. The cards containing the combinations for the answers on the sheet provided are placed around the playing area. Students are given the sheet containing the answers and then, either working individually or with a partner, find the cards which have the combination for the answers on their sheet. When they match a combination to an answer they leave the card behind and go to find another.

More games can be created by using the answer sheet provided and creating different combinations.

Alternatively, have students create a combination for a specific answer. In a class of thirty, several combinations will be duplicated and so students can score points if they find all combinations.

The blank form in this kit allows you to develop other games to develop understandings beyond those already given. The potential is endless and it is great if trying to develop an understanding of estimating.

The student knows that 0 + 0 ≠ 4 and the product of 8 and 7 does not end in 4, therefore the response must be c) because 2 x 7 = 14.

© ReadyEdPubl i cat i ons Addition Detective 1 & 2 (Pages 47 - 48) •f o rr vi ew pinu r po es nl yof• These two activities extend thee knowledge gained learning thes basic factso to numbers the higher

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order. They are really number puzzles in a different guise.

The students are challenged in several ways and if they follow the directions given, the two problems are self correcting.

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Name:

Number Chase O

Find the card which has the combination that matches the answer in the box.

Write the combination next to the answer in the space provided then move on to find another combination. Try to find all cards.

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Teachers’ TTemplate emplate

Number Chase O

Copy these combinations onto card. Cut them out and place them around the playing area for the students to find and record on their answer sheet.

r 19 - 2 o e t s B r e oo p u k S

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Teachers’ TTemplate emplate

Number Chase O

Copy these combinations onto card. Cut them out and place them around the playing area for the students to find and record on their answer sheet.

r 20 + 20 o e t s B r e oo p u k S

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20 + 30

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 32 + 32

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Name:

Template

Number Chase

Find the card which has the combination that matches the answer in the box.

Write the combination next to the answer in the space provided then move on to find another combination. Try to find all cards.

r o e t s Bo r e p ok u S

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Motivating Maths Games

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Name:

Addition Detective 1 Calculate the answers to the sums printed below.

Find the answers in the number puzzle and colour them in red. Some answers are repeated.

Colour the rest of the puzzle in blue.

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r o e t 22 B + 31 = s r e oo p 20 u = 43 + 25 k= S 20 = 54 + 25 =

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Addition Detective 2 Calculate the answers to the sums printed below.

Find the answers in the number puzzle and colour them in red. (Answers only go across.)

Colour the rest of the puzzle in blue.

r o e t 41 + 41 = s B r e o p 32 + 24 = 63o + 22 = u k S 24 + 33 = 55 + 32 =

11 + 12 =

24 + 30 =

21 + 11 =

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12 + 14 =

22 + 12 =

33 + 25 =

54 + 35 =

21 + 22 =

41 + 22 =

51 + 40 =

22 + 23 =

35 + 32 =

41 + 51 =

24

© ReadyEdPubl i cat i ons + 24 = 32 + 42 = 63 + 35 = •f orr evi ew pur posesonl y• + 24 = 52 + 24 =

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Motivating Maths Games

Ready-Ed Publications

Card Games

Teachers’ Notes

Card and dice games are not only an interesting way to develop understanding of mathematical facts, they also enhance mathematical thinking, allowing the student to participate in that part of the curriculum involving chance processes.

These games can be used by groups comprising two to four students. They involve a minimum of preparation by the teacher and allow for the individual development of the pupil. Basically, they consolidate the recall of basic facts and can be used to develop an understanding of number.

Fish

r o e t s Bo r e p ok u S

A game for two to four players.

Teac he r Snap

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Aim: To consolidate addition and/or multiplication facts.

Requirements: One pack of playing cards per group. All cards have their face value except A = 1, J = 11, Q = 12, K = 13.

Object: To create a given number up to 20.

Getting Started: Players each draw a card from the pack. The player drawing the highest card deals.

Playing the Game: The dealer deals each player seven cards and places the rest of the pack face down in front of the other players.

Each player arranges the cards to create the required number, e.g. 15. Combinations which are created are placed on the desk by the player. If a player uses all seven cards another seven are drawn from the pack.

The first player then asks the second player if he has a card which will allow him/her to make another set of 15, e.g. if the player had a 7 he/she would ask for an 8.

If the second player does not have the required card, the first player will be told to “fish” so he/she picks up a card from the pack.

Play continues until all cards in the pack have been picked up.

Students then count all the cards they have used to make the combination and then subtract the number of cards that they had left in their hand. The player with the highest number of cards wins.

NOTE: Students can use any combination of cards to create the number.

E.g. A, 2, 3, 4, 5 make the number 15.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

A game for two to four players working at 7 to 9 year old levels.

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Aim: To consolidate addition and/or multiplication facts.

Requirements: One pack of playing cards per group. All cards have their face value except A = 1, J = 11, Q = 12, K = 13.

Object: To create a given sum or product using two consecutive cards placed one on top of the other.

Playing the Game: The teacher chooses the sum or product it is wished to consolidate, e.g. 12.

Players draw card to see who deals – highest card deals.

Dealer deals the whole pack among the players.

Players hold their pack of cards face down in their hand.

Play moves clockwise in the group.

Player 1 places the top card of the pack face up on the table.

Player 2 places a card on top of the previously placed card.

If the sum/product of the two cards creates the number (12) then any of the players can claim the pack by calling “SNAP” and placing a hand on the claimed pack.

That player places the claimed cards on the bottom of his/her pack and continues the game.

If the sum/product was not created by the first two consecutive cards, players continue placing cards face up on the pile on the table until the number is created. When this occurs any player can claim the pack on the desk by calling “SNAP” “SNAP”.

If a player calls “SNAP” incorrectly play continues with no penalty being incurred.

If all cards are played with no player claiming the pack the cards are reshuffled and the next person in turn deals.

If a person has played all the cards in his/her hand before the others have played all theirs, that person can continue in the game and claim a pack with “SNAP” “SNAP”.

A winner is declared when all the cards are in his/her hand.

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Card Games (cont.)

Teachers’ Notes

Memory

A game for up to four players.

Aim: To consolidate addition and/or multiplication facts.

Requirements: One pack of playing cards per group.

All cards have their face value except A = 1, J = 11, Q = 12, K = 13.

r o e t s Bo r e p ok u S

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Object: To create a given number up to 20.

Playing the Game: (Let us say that the number to be created is 16.)

All cards are placed face down on the playing surface.

Each player turns over a card and the one who turns over the one of highest value goes first. Play continues in a clockwise direction.

Player 1 turns over one of the cards, e.g. 10. He/she then tries to find a 6 amongst the other cards. If the player is successful the two cards are removed and the player has another turn.

If the player is unsuccessful the cards are turned face down where they were found and Player 2 has a turn.

Play continues until as many cards as possible have been picked up If any player turns over a card which is less than 5 that player may turn over an extra card to make the combination. E.g. If the player turns over a 6 and then a 4, he/she may then turn over another card in the hope of turning over another 6.

A variation of the above game: Students can try to create a number larger than 20. To achieve this they could use multiplication facts.

E.g. If the number to be created was 24 then students could use: Q + Q, 2 X Q, 6 X 4, 3 X 8, 2 X 3 X 4.

In this case if a card less than 8 is turned the player has an extra card.

© ReadyEdPubl i cat i ons f or r ev i ew pu r po se y• Dice • Games Using Game Boards (Pages 51 -s 54)onl Capture Rapture 1 and 2

Colour Your Number 1 and 2

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These two games have been designed so that the students can have fun consolidating basic sums. Game 1 can be played in two ways whilst Game 2 offers some greater challenges. (Students can vary the rules to suit themselves.)

These two games will assist the student to become more confident in the recall of basic facts. Rules are included on the games sheet.

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Name:

Capture Rapture 1 A game for up to four players.

Requirements: One game sheet per group.

Two ten-sided dice per group.

A different coloured pencil per player.

r o e t s Bo r e p ok u SPlayers in turn roll both dice and add the score. The player Getting started:

Object:

How to play play::

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Each player in turn rolls both dice and finds the sum of the numbers shown. If the number appears on the game board and is not coloured in, it can be coloured in with the player’s own colour.

If all the numbers have been coloured in the player loses a turn. Only one number can be coloured in at a time.

NOTE: “0” can count as 0 or 10.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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scoring ten, or the sum closest to ten, starts. If any players throw the same score they have another turn. Play moves in a clockwise direction.

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To capture as many squares on the game grid as possible.

The player with the most squares at the end of the game wins.

OR To capture four adjoining squares in any straight line.

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Capture Rapture 2 A game for up to four players.

Requirements: One game sheet per group.

Two ten-sided dice per group.

A different coloured pencil per player.

Object:

r o e t s Bo r e p oany players throw scoring 10, or the sum closest to 10, starts. Ifk u S the same score they have another turn. Play moves in a clockwise direction.

How to play play::

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Teac he r

To be the winner, a player captures as many squares as possible in the game box. Play only one game at a time.

Getting started: Players in turn roll both dice and add the score. The player

Each player in turn rolls both dice and finds the sum of the two numbers shown. If the number appears on the game board and is not coloured in it can be coloured in with the player’s own colour. If all the numbers have been coloured in the player loses a turn. Only one number can be coloured in at a time.

NOTE: “0” can count as 0 or 10.

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Colour Your Number 1

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r o e t s Bo r e A game for four players. p o u k Requirements: S Two ten-sided dice.

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One game sheet.

Getting started: Each player rolls one dice and the person throwing the highest number starts. Each player then takes a turn working in a clockwise direction.

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on their game grid then they can colour it in.

If they make a number shown on another player’s playing grid then that player can colour that number in.

The numbers can be made by: Ordering the dice.

Adding the numbers shown on the dice.

Multiplying the numbers shown on the dice.

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©R ead yEdPubl i cat i ons Playing the game: Each player inw turnp rolls both dice.

•f or r e v i e u r p osesonl y• If they can make one of the numbers shown

captured all of their numbers first.

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Colour Your Number 2

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Getting started: Each player rolls one dice and the person throwing the highest number starts. Each player then takes a turn working in a clockwise direction.

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One game sheet.

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r o e t s Bo r e A game for four players. p o u k Requirements: S Two ten-sided dice.

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on their game grid then they can colour it in.

If they make a number shown on another player’s playing grid then that player can colour that number in.

The numbers can be made by: Ordering the dice.

Adding the numbers shown on the dice.

Multiplying the numbers shown on the dice.

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©Playing Read EdPubl i cat i ons they game: player in turn rolls both dice.

•f oEach r r e v i e w p u r p osesonl y• If they can make one of the numbers shown

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Teachers’ Notes

More Dice Games Highest and Lowest A game for up to four players.

There are several ways to play these games depending on the year level and the ability of the students.

Some of these include:

r o e t s Bo r e p ok u S

1. Using two dice Numbers to 100

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Requirements: Two dice per group.

Paper to record each player’s effort.

Playing the game: Each student rolls both dice and the one who throws the highest number starts.

The first player rolls both dice and by ordering them creates a number. E.g. if the numbers thrown were 3 and 6 then by ordering the student could make the number 63.

Each player in turn does the same and the one throwing the highest number wins that game.

Play continues in the same way until a predetermined number of games has been played. The player winning the most number of games is the eventual winner.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Alternatives to this game are: Children find the sum of the numbers thrown. (3 and 6 equals 9.)

Children calculate the product of the numbers thrown. (6 times 3 equals 18.)

2. Using three dice

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Requirements:

Three ten-sided dice and paper to record the students results.

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Numbers to 1000

Playing the game: This game is played in the same way as that described above but in this case students can order the numbers shown on the dice to create numbers up to 1000.

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Alternatively, the numbers could be added, multiplied or the game could be to add two of the dice and multiply by the third.

Students play a designated number of games and the student winning the most becomes the winner.

An alternative is to create the lowest number by ordering the dice.

Also students could subtract the numbers shown to achieve the result they want.

Noughts and Crosses (Page 56) Here is a game you can create. On the blank game sheet place the sums or products or differences you want the students to practise. Give them the dice and let them go for it.

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Motivating Maths Games

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Name:

Noughts and Crosses Game Sheet Requirements: One game sheet per group.

Two ten-sided dice per group.

Starting the game: Each player rolls a dice to see who commences. Highest number rolled begins.

The beginning player chooses either a nought or cross as his/her symbol.

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r o e t s Bo r e p ok u Playing the game: S Player 1 rolls both dice. If you can create any product/sum shown in a box on the Game 1 game grid then mark it with your symbol. After you have had your turn Player 2 plays.

The first player to claim three adjoining boxes either vertically, horizontally or diagonally is the winner.

If no player can claim three adjoining boxes in the above way then the game is declared a draw.

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