Maths Games and Activities

Ages 7 - 12

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Maths Games and Activities

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

Games and activities to consolidate basic facts in number, . te o decimals and percentages. c .

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Written by Stephen Haydock. © Ready-Ed Publications - 1999.

Published by Ready-Ed Publications (1999) PO Box 276 Greenwood Perth Australia 6024 E-mail: info@readyed.com.au

Web Site: 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 230 7

INTR ODUCTION INTRODUCTION MATHS GAMES AND ACTIVITIES is a compilation of mathematical activities developed for, and used with, students from years two to seven over a period of forty years teaching. It has been designed to be that “teacher’s helper” to teach/reinforce the basic facts in number, place values, decimals and fractions which are important to students to gain confidence in tackling the “big sums”. For there is no such thing as a “big sum”. Nine times nine is the same answer no matter where one sees it.

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These set of activities will make doing maths fun while at the same time committing students to repetitive practice which in the days of daily drill became boring. Although imposing recall of basic facts through drill may seem desirable, turning that recall into a game where repetitive recall becomes an incentive to achieve success is essential.

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The games and activities included in this book are designed to be open ended, catering for the needs of children of lesser ability as well as those who are mathematically competent. Drilling becomes a challenge, children become challenged and it is through that challenge they achieve the recall necessary for the completion of greater tasks.

The activities included are linked to Outcomes which will enable teachers using this book to develop the desirable mathematical outcome for their students.

A summary of the activities included in this book is presented on Pages 4 and 5. This is followed by the activity sheets to be used by the students as well as the guidelines for conducting those activities. In the main the guidelines have been printed on the facing page to the activity/work sheet so that the two cannot be separated.

© ReadyEdPubl i cat i ons f ocan rr vi e pparticular ur pneeds ose steacher onwhen l ychoosing • Some of the• activities bee modified tow suit the of the which facts they wish to consolidate. For this purpose blank activity sheets have been included.

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Preparation is simple, motivation is high. Use and enjoy.

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CONTENT S ONTENTS Section 1: Consolidating Basic facts in + and The Sorting Game ............................................................. 6, 7 Let’s Make A Sum ............................................................. 8, 9 Make The Number ........................................................ 10, 11 Find The Answer 1 .............................................................. 12 Find The Answer 2 .............................................................. 13 Connect Three .............................................................. 14, 15 Secret Connections (Plus) ............................................ 16, 17 Secret Connections (Plus) - Template ................................. 18 Number Chase - Teachers’ Notes ........................................ 19 Number Chase - Game Sheets .................................... 20 - 23

r o e t s Bo r e p ok u S Section 2: Consolidating Products Basic Products Practice 1 .................................................. 24 Speed Test 1 ....................................................................... 25 Basic Products Practice 2 .................................................. 26 Speed Test 2 ....................................................................... 27 Connecting Multipliers .................................................. 28, 29 Secret Times Connections ............................................ 30, 31 Secret Times Connections - Template ................................ 32 Maths Bingo ................................................................. 33, 34 Maths Bingo - Template ...................................................... 35

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Introduction ........................................................................... 2 Contents ................................................................................ 3 Notes on Activities and Outcomes References ................. 4, 5

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Section 4: Games Using Dice Noughts And Crosses - Teachers’ Notes ............................. 46 Noughts And Crosses 1 ...................................................... 47 Noughts And Crosses 2 ...................................................... 48 Magic Numbers ............................................................. 49, 50 The Percentage Game. ................................................. 51, 52

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Section 3: Games Using Cards Make A Number To 30 ........................................................ 36 Make A Number To 60 ........................................................ 37 Numbers To 1 000 000 .................................................. 38, 39 Numbers To 1 000 ......................................................... 40, 41 Make A Number (5 to 60) .................................................... 42 Snap .................................................................................... 43 Three Card Draw ........................................................... 44, 45

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NOTES ON ACTIVITIES AND OUTCOMES REFERENCES SECTION 1: CONSOLIDATING BASIC FACTS IN ADDITION & SUBTRACTION

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The following games and activities have been created to consolidate basic addition and subtraction facts to 18. Each activity is graded so that the less able student will be able to achieve some success while at the same time extension is provided for students of higher ability.

All games and activities have been used with success by students working at Years 2 to 7 levels.

Following are summaries of the various games and how they could be played.

Also shown are the links to the document A Curriculum Profile for Australian Schools as referenced on the first page of this book. The references relate to the Number Strand: Pages 8/9; Chance & Data Strand: Pages 12/13.

THE SORTING GAME (Outcomes: Number-1.11; 1.12; 1.15; 2.12; 2.13; 2.14a: C & D-1.23; 1.24; 1.25) This activity was created for students in a year two group to help them develop an understanding of basic facts to ten. It was further used to discover basic facts to eighteen.

LET’S MAKE A SUM (Outcomes: Number-1.11; 1.12; 1.15; 2.12; 2.13; 2.14a: C & D-1.23; 1.24; 1.25) This game allows students in years two and three to create their own number sentences by linking objects in set one with objects in set two. Alternatively it can be used to discover basic facts to a specified number, e.g. 10.

MAKE THE NUMBER (Outcomes: Number-1.11; 1.12; 1.15; 2.12; 2.13; 2.14a: C & D-1.23; 1.24; 1.25) Make the Number allows students in years three to five to consolidate basic facts to 18. Students can choose their own sum or work to find facts for a more specific number as directed by you or the class.

FIND THE ANSWER 1 & 2 (Outcomes: Number - 1.11; 1.12; 1.15; 2.12; 2.13; 2.14a) These are number sleuths designed to give students practice in adding three numbers whose sum is less than twenty. This helps to consolidate basic facts to 18.

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

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

CONNECT THREE (Outcomes: Number - 1.15; 2.12; 2.13; 2.14a; 2.16: C & D - 1.24) Connect Three is a great game which gets students involved in combining three numbers to make a designated number. After playing the game they will then be ready to play the sequel, SECRET CONNECTIONS. For this game students are required to find three adjacent numbers in the grid whose sum equals the number in the box adjacent to the grid.

SECRET CONNECTIONS (PLUS) (Outcomes: Number - 1.15; 2.12; 2.13; 2.14a; 2.16: C & D - 1.24) By using the rules in “CONNECT THREE” students create their own combinations and then challenge their partner to discover the secret connection. (Space is provided beneath the product for the challenger to write the connection.)

The blank grid provided allows you or the students to create a multitude of games based on OUTCOMES REQUIREMENTS. NUMBER CHASE (Outcomes: Number - 2.12; 2.13; 2.14a; 3.16: C & D - 1.24; 2.26) This is a popular maths activity which caters for all levels of ability as well as allowing the teacher to consolidate any mathematical concept that is desired.

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SECTION 2: CONSOLIDATING PRODUCTS

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SPEED TESTS (Outcomes for both sets: Number - 3.15) When all basic products are considered there are only a total of 30 which could cause some difficulty to students.

This premise is based on excluding 0, 1 and 10 times tables. The activities provided aim to consolidate those facts.

SPEED TEST 1 introduces thirty five basic products to the pupil and provides the student with practice to increase their speed and accuracy over a four day period. The products are introduced in order of difficulty commencing with square numbers and extending to a difference of eight digits between multiplier and multiplicand, i.e. 2 × 9.

SPEED TEST 2 uses the products introduced in Test 1 but utilises an open number sentence approach (e.g. __ × 4 = 16) so as to improve the students’ understanding of the division process.

CONNECTING MULTIPLIERS (Outcomes: Number - 3.15; 3.16) This activity for Years 5 to 7 is similar to CONNECT THREE but in this activity the students connect three adjacent numbers to create the product in the box adjacent to the grid.

SECRET TIMES CONNECTION (Outcomes: Number - 3.15; 3.16) Once again the students are challenged to make their own connections by finding the product of three adjacent numbers and then challenging their partner to discover the connection. For Years 5 to 7.

MATHS BINGO (Outcomes: Number - 3.15; 3.16: C & D - 1.23) This activity for Years 3 to 7 can cater for the consolidation or revision of any basic facts that you desire. The activity complements the desired outcomes required from the SPEED TEST activities.

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SECTION 3: GAMES USING CARDS Card and dice games are not only an interesting way to develop understanding of mathematical facts but also enhance mathematical thinking and allow the student to participate in that part of the curriculum involving chance processes.

These games can be used by all students from years two to seven. They involve a minimum of preparation by the teacher but allow for the individual development of the pupil. Basically they involve the consolidation and recall of basic facts and products but can be used to develop an understanding of all processes in number, decimals, fractions and percentages.

Most of the card games mentioned go under the generic name of MAKE A NUMBER. This approach allows the teacher to dictate what skills, recall or understanding he/she wishes to develop.

NUMBERS TO 30 (Outcomes: Number - 2.13; 2.15; 2.16: C & D - 2.24; 3.24) The initial game, (NUMBERS TO 30) is aimed at developing a recall of basic facts involving three addends. The success of the game involves the use of subtraction skills to achieve the required number.

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NUMBERS TO 60 ( Outcomes: Number - 2.13; 2.15; 2.16: C & D - 2.24; 3.24) Having mastered NUMBERS TO 30 students use five cards to achieve the required number. This game also involves the subtraction process to help the student reach the goal.

PLUS AND MINUS (Numbers 5 to 60) (Outcomes: Number - 2.13; 2.15; 2.16: C & D - 2.24; 3.24) Students are required to use these two processes to create a designated number.

NUMBERS TO 1 000 000 (Outcomes: Number - 3.16; 4.11: C & D - 2.24; 3.24) This game is designed to improve the pupils understanding of place values to 1 000 000.

NUMBERS TO 1000 (Outcomes: Number - 4.11; 3.16: C & D - 2.24; 3.24) The pupil develops an understanding of the place value of decimals and whole numbers to 1000.

SNAP (Outcomes: Number - 2.15; 2.16; 3.14; 3.15; 3.16: C & D - 2.24; 3.24; 3.25) This game involves the use of either addition or multiplication facts or both. It is played similar to the card game of the same name and is a fun way to consolidate basic facts and products.

THREE CARD DRAW (Outcomes: Number - 2.15; 2.16; 3.14; 3.15; 3.16: C & D - 2.24; 3.24; 3.25)

© ReadyEdPubl i cat i ons •1:f orr e vi e w pur posesonl y• SECTION GAMES USING DICE The pupil uses one or two of the four processes to create a number displayed on the game sheet.

NOUGHTS AND CROSSES 1 (Outcomes for both Noughts and Crosses Games: Number - 3.15; 3.16: C & D - 2.24; 3.24; 3.25)

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This game has been created for two players using two dice and is aimed at consolidating basic products to 81. It is similar to Magic Numbers but allows the students to claim the number they need.

NOUGHTS AND CROSSES 2 This game, similar to Magic Numbers, is designed for two to four players and challenges the players to connect three adjoining products either vertically, horizontally or diagonally using basic products.

MAGIC NUMBERS (Outcomes: Number - 3.14; 3.15; 3.16: Chance & Data - 2.24; 3.24; 3.25) This game is similar to Three Card Draw but is played by groups of no more than four students using three ten sided dice instead of cards.

THE PERCENTAGE GAME (Outcomes: Number - 6.15: Chance & Data - 2.24; 3.24) This activity involves using three ten sided dice. Students working in groups each roll the dice. They combine two of the digits shown by the dice to make a number and then divide that number by the third digit to make a percentage.

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Consolidating Basic Facts in + and -

THE SOR TIN GG AME SORTIN TING GAME This activity was created for students in a year two grouping to help them develop an understanding of basic facts to ten. It was later used by students to year five to discover and consolidate basic facts to eighteen.

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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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

STRAND: Chance and Data OUTCOMES: 1.23; 1.24; 1.25

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STRAND: Number OUTCOMES: 1.11; 1.12; 1.15; 2.12; 2.13; 2.14a

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NAME ....................................................................

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GROUP 2

YOUR NUMBER SENTENCE

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GROUP 1

Sort your set of objects into two subsets and write your number sentence.

Number of objects to be sorted ............................................................

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THE SOR TIN G AME SORTIN TING GAME T eG

Consolidating Basic Facts in + and -

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Consolidating Basic Facts in + and -

LET’S MAKE A SUM This activity allows students in years two and three 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 write the number sentence next to the connection.

Alternatively, it can be used to discover basic facts to a specified number eg. 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

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NUMBER SENTENCE

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EXAMPLE TWO SET ONE

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O 1+4=5 © R e a d y E d P u b l i c at i ons OO OO 2+3=5 orr evi e ur pose s o l y• O O O•f O Ow O p 3+ 2= 5n O

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STRAND: Number OUTCOMES: 1.11; 1.12; 1.15; 2.12; 2.13; 2.14a

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STRAND: Chance and Data OUTCOMES: 1.23; 1.24; 1.25

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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

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Consolidating Basic Facts in + and -

LET’S MAKE A SUM NAME ....................................................................

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

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Consolidating Basic Facts in + and -

MAKE THE NUMBER This activity allows students in years three to five to consolidate basic facts to 18. Students can choose their own connections to create a number sentence or work to find facts for a specific number as directed by the teacher.

EXAMPLE Make the number 12.

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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 1.11; 1.12; 1.15; 2.12; 2.13; 2.14a STRAND: Chance and Data OUTCOMES: 1.23; 1.24; 1.25

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Consolidating Basic Facts in + and -

MAKE THE NUMBER NAME .........................................

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

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Consolidating Basic Facts in + and -

FIND THE ANSWER 1 NAME ....................................................................

Calculate these sums and find the answer 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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Consolidating Basic Facts in + and -

FIND THE ANSWER 2 NAME ....................................................................

Calculate these sums and find the answer 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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Consolidating Basic Facts in + and -

CONNECT THREE CONNECT THREE is a great game which gets students involved in combining three numbers to make a designated number. I developed the game in term four for a year 2/3 grouping of mixed ability and the students displayed great enthusiasm over it. Year four and five students also enjoyed playing it.

After playing this game students will then be ready to play the sequel, SECRET CONNECTIONS CONNECTIONS.

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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 allowed to 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?

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 1.15; 2.12; 2.13; 2.14a; 2.16 STRAND: Chance and Data OUTCOMES: 1.24

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Consolidating Basic Facts in + and -

CONNECT THREE NAME ....................................................................

By adding three adjoining numbers in the grid make the number shown in the box.

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Consolidating Basic Facts in + and -

SECRET C ONNECTIONS (PL US) CONNECTIONS (PLUS) 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’ (last activity).

PLAYING THE GAME 1. 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).

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2. When the partner makes the connection by drawing the appropriate lines the combination is written in the smaller box of the answer grid.

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3. The blank game provided allows you or the students to create a multitude of games based on any sequence of numbers from one to nine.

SECRET CONNECTIONS PLUS Place your own combination of numbers in each grid.

Create a sum for each grid by adding three adjoining numbers. Place your answer in the small box next to the grid then challenge your partner to discover your connections by drawing the lines and writing the combination in the box above your sum.

© ReadyEdPubl i cat i ons orr evi ew pur posesonl y• EXAMPLE •f NOTE: Don’t show your connections.

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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 1.15; 2.12; 2.13; 2.14a; 2.16 STRAND: Chance and Data OUTCOMES: 1.24

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Consolidating Basic Facts in + and -

SECRET C ONNECTIONS (PL US) 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 and write it in the box below your sum.

NOTE: Don’t show your connections.

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Consolidating Basic Facts in + and -

SECRET C ONNECTIONS PL US CONNECTIONS PLUS Place your own combination of numbers in each grid.

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.

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NOTE: Don’t show your connections.

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Consolidating Basic Facts in + and -

NUMBER C HASE CHASE 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 concept desired.

1. 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.

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2. 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.

3. When they match a combination to an answer they write the combination on their sheet and leave the card behind for other students to find and then go on to discover other cards.

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

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

6. The blank form in the book allows the teacher to develop understandings beyond those already given. The potential is endless, especially if trying to develop an understanding of estimating.

© ReadyEdPubl i cat i ons 8 ו 527 f orr evi ew pur posesonl y•

e.g. If the answer was 4 284, what combination would be correct? a) b) c)

2340 + 2560

612 × 7

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The student knows that 0 + 0 ¹ 4 and the product of 8 and 7 does not end in 4, therefore the response must be c) because 2 × 7 = 14.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

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STRAND: Number OUTCOMES: 2.12; 2.13; 2.14a; 3.16

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STRAND: Chance and Data OUTCOMES: 1.24; 2.26

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Consolidating Basic Facts in + and -

NUMBER C HASE CHASE NAME ...........................................................

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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NUMBER C HASE CHASE Copy/paste 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.

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NUMBER C HASE CHASE (Game Blank) NAME ...........................................................

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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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Consolidating Products

SPEED TES T1 TEST BASIC PRODUCTS PRACTICE SPEED TEST 1 provides the student with practice in basic products excluding the zero, one and ten times tables, AIM To improve automatic recall of basic products.

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This activity is best conducted on a daily basis. However benefits have also been derived by using it in a four weekly cycle, thus allowing students to learn to recall products of which they were uncertain.

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TIMING It is recommended that a maximum of only three minutes be allowed for the student to complete a column of the sheet. This gives an automatic response time of ten seconds per combination.

USING THE SHEET DAY ONE: Before students complete Practice 1, tell them of the timing restrictions and instruct them not to waste time recalling a fact they don’t know. The aim is to find out what products they know so that they can concentrate their time on learning the ones that they need to know. (Best practice is for them to write the first answer that comes into their head.) As a student completes the practice column she/he calls “finished” and you call out the time taken for that student to complete the work. The student records that time in seconds in the box below the practice set.

© ReadyEdPubl i cat i ons •been f o rr e vi e w thepnumber ur p os s nl yset• When work has marked, students record correct ine the boxo below the and circle After the allocated time has been completed, call the answers allowing the students to mark their own work and write the correct answer if it was wrong. those products which caused some difficulty to a maximum of five. These become the facts on which the student will concentrate in the next three days.

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(Those students having all correct may have some which caused them to falter.)

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DAYS TWO AND THREE: Allow the students to recall those examples which caused difficulty.

Instruct them to complete the column allowing them the prescribed three minutes. Time and the number correct are recorded as before.

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DAY FOUR: Students work to complete the TEST column in the allocated time. When marking, it is recommended that they change papers as some form of check on accuracy. It is on this day you may like to record the number correct and the time taken to complete the test.

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Over a period of time the record of results should show an improvement in either speed or accuracy or both.

If this activity is used over a four week period, it is suggested that students keep an error pad in which they write any product which caused them difficulty. These entries could be recalled daily just as they do with their spelling journal.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 3.15

Page 24

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Consolidating Products

SPEED TES T1 TEST BASIC PRODUCTS SPEED PRACTICE Practice 1 3×3=

Practice 2 4×7=

Practice 3 6×7=

3×3=

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6×9= 3×7= 4×8=

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Consolidating Products

SPEED TES T2 TEST BASIC PRODUCTS PRACTICE SPEED TEST 2 uses the products introduced in Test 1 but utilises an open number sentence approach (eg. __ × 4 = 16) so as to improve the students understanding of the division process.

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AIM To improve automatic recall of basic products and the process of division.

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This activity is best conducted on a daily basis. However benefits have also been derived by using it in a four weekly cycle, thus allowing students to learn to recall products of which they were uncertain.

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TIMING It is recommended that a maximum of only three minutes be allowed for the student to complete a column of the sheet.

USING THE SHEET DAY ONE: Before students complete Practice 1 tell them of the timing restrictions and instruct them not to waste time recalling a fact they don’t know. (Best practice is to write the first answer that comes into their head.) As a student completes the column she/he calls “finished” and you call out the time taken for that student to complete the work. The student records that time in seconds in the box below the practise set.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• When work has been marked, students record the number correct in the box below the set and

After the allocated time has been completed call the answers allowing the students to mark their own work and write the correct answer if it was wrong. circle those products which caused some difficulty to a maximum of five. These become the facts on which the student will concentrate in the next three days.

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DAYS TWO AND THREE: Allow the students to recall those examples which caused difficulty.

Instruct them to complete the column allowing them the prescribed three minutes. Time and the number correct are recorded as before.

DAY FOUR: Students work to complete the TEST column in the allocated time. When marking it is recommended that students change papers as some form of check on accuracy. It is on this day you may like to record the number correct and the time taken to complete the test.

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Over a period of time the record of results should show an improvement in either speed or accuracy or both.

If this activity is used over a four week period, it is suggested that students keep an error pad in which they write any product which caused them difficulty. These entries could be recalled daily just as they do with their spelling journal.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 3.15

Page 26

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Consolidating Products

SPEED TES T2 TEST BASIC PRODUCTS PRACTICE Practice 1

Practice 2

Practice 3

TEST

×3=9

× 7 = 28

× 7 = 42

×3=9

× 4=16

× 8 =40

× 8 =56

× 7 = 28

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× 7 = 42

× 6 =36

× 7 =21

× 5 = 15

× 4 = 16

× 7 =49

× 8 =32

× 6 =24

× 8 = 40

× 8 = 64

× 9 =45

× 7 =35

× 8 = 56

× 9 =81

× 8 =24

× 8 =48

× 5 = 25

× 4 =12

× 9 =36

× 9 =63

× 5 =20

× 8 =16

× 6 =18

× 6 =30

× 9 =27

× 7 =28

× 7 =42

× 9 =18

× 8 =40

× 8 =56

× 3 =9

× 9 =54

× 9 =72

× 4=16

× 7 =21

× 8 =48

× 8 = 64

× 9 =36

× 9 = 45

× 9 =63

× 9 =81

× 8 =16

× 7 = 35

× 6 =18

× 4 =12

× 9 =27

× 9 = 81

× 7 =28

× 5 =20

× 9 =18

× 8 =40

× 6 =30

× 3 =9

× 9 =54

× 7 =42

× 4=16

× 8 =56

× 5 =25

× 9 =72

× 6 =36

× 9 = 63

× 5 = 35

× 7 =49

× 5 = 20

× 6 =24

× 8 = 64

× 8 = 16

× 7 =35

× 9 =81

× 6 = 18

× 8 =16

× 8 =48

× 4 =12

× 6 = 30

× 9 =27

× 9 =63

× 5 =20

× 9 = 27

× 9 =18

× 6 = 18

× 6 =30

× 9 = 18

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× 5 =25

× 9 = 54 × 9 = 72 × 6 = 36 × 7 = 21

× 5 = 15

× 7 = 49

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× 8 = 24 × 8 = 48

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No. correct

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No. correct

Time taken

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× 4 = 12 × 9 = 36

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Consolidating Products

CONNECTIN G MUL TIPLIERS ONNECTING MULTIPLIERS (Years 5 to 7) This activity is similar to CONNECT THREE but this time the students connect three adjacent numbers with a line to create the product shown in the box adjacent to the grid.

This is a challenging game for students because it requires a degree of understanding of basic products as well as estimating. (If they don’t have these skills they will quickly develop them as I found out especially when they play SECRET TIMES CONNECTIONS CONNECTIONS.)

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EXAMPLE ONE 1

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e.g. To create the product 336 a student should understand that the multiplier is 6 because 6 × 50 = 300 and 6 × 6 = 36. Therefore the multiplicand must be 56. In this you can see the process of estimating as well. The student requires two numbers whose product can make 300.

30, 10 and 50 are not there. However the product of 7 and 8 is 56 so do we have a 6? We have a winner - 7 × 8 × 6 = 336.

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For students of lesser ability it is advisable to allow a calculator to be used.

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Consolidating Products

CONNECTIN G MUL TIPLIERS ONNECTING MULTIPLIERS NAME ....................................................................

Connect three adjoining numbers in the grid with a line to make the product shown in the box.

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Consolidating Products

SECRET TIMES CONNECTION (Years 5 to 7) Once again the students are challenged to make their own connections by finding the product of three adjacent numbers and then challenging their partner to discover the connection. (Space is provided beneath the product for the challenger to write the connection.)

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Partner’s response

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EXAMPLE

A blank activity sheet has been included so that you or the students can create games using different set of numbers.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

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STRAND: Number OUTCOMES: 3.15; 3.16

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Consolidating Products

SECRET TIMES CONNECTIONS Connect three adjoining numbers in the grid to make a product. Place your answer in the box next to the grid. When you have finished all boxes challenge your partner to discover your connections and write them in the box below your product.

(DON’T SHOW YOUR CONNECTIONS.)

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Consolidating Products

SECRET TIMES CONNECTIONS (Place your own set of numbers in each grid.)

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Connect three adjoining numbers in the grid to make a product. Place your answer in the box next to the grid. When you have finished all boxes challenge your partner to discover your connections and write them in the box below your product.

(DON’T SHOW YOUR CONNECTIONS.)

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Consolidating Products

MA THS BIN GO MATHS BINGO This activity has been developed to consolidate basic multiplication facts using square numbers.

Other facts can be developed by using the blank game sheet provided.

HOW TO PLAY Have the children complete the products at the top of the sheet. When this has been done, students choose any five of those products 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.

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Write the answers on pieces of card or paper and turn them face down on the desk.

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PLAYING THE GAME (GAME ONE ONLY)

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1. Either you or a student chooses an answer card, calls the answer and writes it on the board.

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

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

4. Check the student/s accuracy and if it is correct declare the winner.

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

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

6. If there is more than one winner I normally declare all as winners but choose the first person to call out to conduct the next game.

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STRAND: Chance and Data OUTCOMES: 1.23

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Consolidating Products

MA THS BIN GO MATHS BINGO NAME ...........................................................

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

3×3= 6×6=

GAME 1

7×7=

4×4=

8×8=

5×5=

2×2=

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GAME 3

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10 × 10 =

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GAME 9

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Consolidating Products

MA THS BIN GO MATHS BINGO NAME ...........................................................

(GAME TEMPLATE)

=

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GAME 1

GAME 2

GAME 3

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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.

© 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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GAME 9

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Games Using Cards

MAKE A NUMBER T O 30 TO REQUIREMENTS One pack of playing cards among four students.

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

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GETTING STARTED 1. Teacher or students choose a number between 10 and 30.

2. Each student draws a card from the pack to see who deals. Student drawing the highest card deals first.

3. Players are each dealt three cards.

4. The top card of the remaining pack is turned face up on the desk. This becomes the discard pack. The remainder of the pack is placed face down. This becomes the draw pack.

5. Play is conducted in a clockwise direction.

PLAYING THE GAME 1. The first player draws a card from either the draw or the discard pack.

2. If the sum of three of the four cards held in the hand make the number the winning hand is placed face up on the desk and the remaining card is put on the discard pack.

3. If the player cannot make the number one of the cards in the hand is discarded and the next player has a turn.

4. The game continues until one of the players makes the nominated number.

5. The winning player choses the next number and becomes the dealer. (Alternatively the next player in order can become the dealer.)

6. If all cards in the draw pack are used before a winner is found then the discard pack is reshuffled. The top card is turned up and the game continues as before.

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

EXAMPLES

Make the number 25

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Example 1 Cards dealt were 7, 8 and 5. Player draws a 10. Wins with 7, 8 and 10 and discards the 5.

Example 2 Cards received 7, 8 and 5. Player draws a Q (=12). Wins with 5, 8 and Q and discards 7.

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Example 3 Cards received were 6, 9 and 3. Player draws 7. Although the sum of the four cards equal 25 this player cannot make the number with three of the cards so must discard any one of the four in the hope of getting a more favourable card next time.

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N.B. Only the top card can be taken from either the draw or discard pack.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 2.13; 2.15; 2.16 STRAND: Chance and Data OUTCOMES: 2.24; 3.24

Page 36

Ready-Ed Publications

Games Using Cards

MAKE A NUMBER T O 60 TO This game is played the same as NUMBERS TO 30 except that five cards are dealt instead of three.

REQUIREMENTS One pack of playing cards among four students.

Cards have their face value except for A = 1, J = 11, Q = 12 and K = 13.

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

With the increased number of cards in the hand, the number to be created can be increased to a maximum of 60 and a recommended minimum of 20. Numbers less than twenty would create a higher degree of chance because there would be an insufficient number of low value cards to be shared amongst the four players.

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Students draw to deal.

Dealer deals clockwise.

PLAYING THE GAME. 1. Five cards are dealt to each player.

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STARTING THE GAME. Student or teacher chooses a number between twenty and sixty.

2. The top card of the pack is turned face up and the rest of the pack is placed down.

© ReadyEdPubl i cat i ons 5. If the number is made, the winning hand p is placed face down ons theo desk and the• remaining • f o r r e v i e w u r p o s e n l y card is discarded.

3. The first player draws one card from either the discard or draw pack.

4. The player adds five of the six cards in the hand to try to make the number.

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7. Play continues until a player makes the number.

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6. If the player cannot make the number, one of the cards is discarded and the next player has a turn.

8. The winning player, or alternatively the next person in line, becomes the next dealer.

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N.B. Only the top card can be taken from either the draw or discard pack.

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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 2.13; 2.15; 2.16 STRAND: Chance and Data OUTCOMES: 2.24; 3.24

Ready-Ed Publications

Page 37

Games Using Cards

NUMBERS T O 1 000 000 TO (Years 5 to 7) AIM To use five playing cards to create the highest number possible that is less than a million.

REQUIREMENTS One pack of playing cards among four players. (Cards have their face value except for J = 11, Q = 12, K = 13 and A = 1.)

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

One game sheet for each player.

Pencil or pen per player.

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PLAYING THE GAME 1. Players draw a card to see who deals. (Highest card deals.)

2. Each player is dealt five cards.

3. After considering their hand, each player can reject any one or all of their cards if they desire.

4. The dealer replaces cards for those cards discarded so that all players have five cards in their hand.

5. Players now multiply the value of their cards by the values shown on the game sheet.

6. The person creating the highest number is the winner. After a winner has been decided the next player in turn becomes the dealer.

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

EX AMPLE 1 EXAMPLE Cards dealt were 9, 9, 8, 5 and A. Player discards A and 5 and receives A and 6.

Players hand now reads 9, 9, 8, 6, and A. Player can create the number 998 610 by using the following products.

9 × 100 000, 9 × 10 000, 8 × 1 000, 6 × 100, and A × 10.

× 10 000 =

50 000

K

× 1 000 =

13 000

Q

× 100 =

1 200

3

× 10 =

30

9 × 100 000 =

TOTAL

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900 000

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5

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EX AMPLE 2 EXAMPLE Cards dealt were K, Q, 9, A and 2. Player discards A and 2 and receives 3 and 5.

The new hand now reads K, Q, 9, 5 and 3.

The K and Q cannot be used for the higher valued products because their value would exceed 1 000 000 so the game box would appear like this.

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964 230

LINKS TO NATIONAL OUTCOMES STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 3.16; 4.11 STRAND: Chance and Data OUTCOMES: 2.24; 3.24 Page 38

Ready-Ed Publications

Games Using Cards

NUMBERS T O 1 000 000 TO GAME SHEET Multiply the value of the cards you have in your hand by any of the following multiples. Your total must not be greater than 1 000 000. × 100 000 =

× 100 000 =

×

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× 100 000 =

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× 100 000 =

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TOTAL Ready-Ed Publications

TOTAL

TOTAL Page 39

Games Using Cards

NUMBERS T O 1 000 TO (Years 5 to 7) This game is similar to NUMBERS TO 1 000 000 except that decimals are introduced.

AIM To use five playing cards to create the highest number possible that is less than 1 000.

REQUIREMENTS One pack of playing cards among four players.

(Cards have their face value except for J = 11, Q = 12, K = 13 and A = 1.)

One game sheet for each player.

Pencil or pen per player.

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

Teac he r

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PLAYING THE GAME 1. Players draw a card to see who deals. (Highest card deals.)

2. Each player is dealt five cards.

3. After considering their hand each player can reject any one or all of their cards if they desire.

4. The dealer replaces cards for those cards discarded so that all players have five cards in their hand.

5. Players now multiply the value of their cards by the values shown on the game sheet.

6. The person creating the highest number is the winner. After a winner has been decided the next player in turn becomes the dealer.

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

EXAMPLE ONE Cards dealt were 9, 9, 8, 5 and A. Player discards A and 5 and receives A and 6.

Players hand now reads 9, 9, 8, 6, and A. Player can create the number 998.61 by using the following products.

9 × 100, 9 × 10, 8 × 1, 6 × 0.1 and A × 0.01.

9 × 100 5 × 10 K × 1 Q × 0.1 3 × 0.01 TOTAL

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= = = = =

900 50 (K × 10 = 130) 13 1.2 0.03 964.23

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EXAMPLE TWO Cards dealt were K, Q, 9, A and 2. Player discards A and 2 and receives 3 and 5.

The new hand now reads K, Q, 9, 5 and 3.

The K and Q cannot be used for the higher valued products because their value would exceed 1 000. The game box would appear like this.

o c . che e r o t r s super

N.B. Students need to be aware of place values of whole numbers and decimals otherwise an incomprehensible sum couldbe produced.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 3.16; 4.11 STRAND: Chance and Data OUTCOMES: 2.24; 3.24

Page 40

Ready-Ed Publications

Games Using Cards

NUMBERS T O 1 000 TO GAME SHEET Multiply the value of the cards you have in your hand by any of the following multiples. Your total must not be greater than 1 000. × 100

=

× 100

=

× 100

=

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

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TOTAL Ready-Ed Publications

TOTAL

TOTAL Page 41

Games Using Cards

MAKE A NUMBER - 5 to 60 PLUS AND MINUS Recommended for Year 6 and 7 students.

REQUIREMENTS One pack of playing cards among four students.

Cards have their face value except for A = 1, J = 11, Q = 12 and K = 13.

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

This game, which is played using similar rules to NUMBERS TO 30 and NUMBERS TO 60 60, allows students to use both the addition and subtraction processes to create the number.

By using either three or five cards per player, the minimum number to be created can be reduced to five.

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STARTING THE GAME Teacher or students choose a number between five and sixty.

Students draw a card to see who deals.

If the number chosen is greater than thirty then five cards are to be dealt.

Cards are dealt in a clockwise direction.

Play is conducted in a clockwise direction.

PLAYING THE GAME 1. Dealer deals the required number of cards.

The top card is placed face up after dealing and the rest of the pack is placed face down on the playing surface.

Player one draws a card from the top of the pack or chooses the discard card.

2. If the player can create the required number by adding and/or subtracting using one less than the number of cards held in the hand the winning hand is placed face up on the desk and the remaining card is discarded.

3. If the player cannot make the number using one less than the cards held in the hand, one card is discarded and play moves to the next player.

4. The game concludes when a player can create the required number.

5. If all cards are used from the draw pack before a game has been completed then the cards in the discard pack are reshuffled, the top card is turned face up and the game continues as before.

N.B. Only the top card can be taken from either the draw or discard pack.

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EXAMPLE ONE * Create the number 5.

Cards dealt were 6, 9 and Q. Card drawn was 10.

Player wins with 6 + 9 - 10 = 5. Card discarded was Q..

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

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EXAMPLE TWO * Create the number 5.

Cards dealt were K, Q, 9, 8 and 2. Card drawn was 9. Player wins with K + Q - (9+9+2). Discarded card being 8.

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 2.15; 2.16; 3.14; 3.15; 3.16 STRAND: Chance and Data OUTCOMES: 2.24; 3.24; 3.25 Page 42

Ready-Ed Publications

Games Using Cards

SN AP SNAP A game for two to four players from Years 3 to 7.

AIM To consolidate basic addition and / or multiplication facts.

REQUIREMENTS One pack of playing cards per group.

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

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

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

2. Players draw card to see who deals. Highest card deals.

3. Dealer deals the whole pack among the players.

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

5. Play moves clockwise in the group.

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

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Teac he r

PLAYING THE GAME. 1. The teacher chooses the sum or product it is wished to consolidate, e.g. 12.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• That player places the claimed cards on the bottom of his/her pack and continues the game.

7. Player two places a card on top of the previously placed card.

8. If the sum/product of the two cards creates the number, then any of the players can claim the pack by calling SNAP and placing a hand on the claimed pack.

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9. If the sum/product was not created by 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. 10. If a player calls SNAP incorrectly play continues with no penalty being incurred.

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

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12. 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.

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

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 2.15; 2.16; 3.14; 3.15; 3.16 STRAND: Chance and Data OUTCOMES: 2.24; 3.24; 3.25

Ready-Ed Publications

Page 43

Games Using Cards

THREE C ARD DRA W CARD DRAW (Years 2 to 7) AIM With three playing cards, create one of the numbers shown on the game sheet using one or any three of the four processes.

This game can be played in two ways:

GAME 1: For Groups of Four

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REQUIREMENTS A pack of playing cards.

One THREE CARD DRAW Game Sheet per group.

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PLAYING THE GAME 1. Players draw a card to determine who deals. Highest card holder deals.

2. Each player is given three cards.

3. Players consider their cards and if they can create any one of thirty six numbers shown on the game sheet using one or three of the four processes, they are the winner.

4. If more than one player creates a number then the person creating the highest number is the winner.

GAME 2: For Large Groups

© ReadyEdPubl i cat i ons REQUIREMENTS •f orr evi ew pur posesonl y• A pack of playing cards.

(Ideal for a Maths Week Activity)

Because of class sizes this game can be played with students working with a partner.

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PLAYING THE GAME 1. Cards are spread out on the playing surface.

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An enlarged copy of the THREE CARD DRAW Game Sheet.

Lots of small prizes such as lollies or tokens.

2. Players choose any three cards and attempt to create one of the thirty six numbers shown on the game sheet using one, two or three of the four processes.

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3. Students creating any of the numbers shown must indicate how the number was created before being declared a winner. Winners receive a prize.

4. When all have had the opportunity to create a number, cards are returned to the playing surface, reshuffled and students have another go.

Alternatively players can play for tokens and the group receiving the most tokens at the conclusion of play is declared the winner (and receives a prize).

LINKS TO NATIONAL OUTCOMES STATEMENTS FOR MATHEMATICS STRAND: Number OUTCOMES: 3.14; 3.15; 3.16 STRAND: Chance and Data OUTCOMES: 2.24; 3.24; 3.25 Page 44

Ready-Ed Publications

Games Using Cards

THREE C ARD DRA W CARD DRAW GAME SHEET Draw three cards from the table and try to make one of the numbers shown below.

You may use any of the four processes you like, e.g.

Add all three.

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

Add two, multiply by the third.

Add and subtract.

Multiply and divide.

Cards have their face value except: A = 1,

J = 11,

Q = 12,

K = 13.

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Teac he r

Add and multiply.

IF YOU MAKE A NUMBER YOU MUST TELL HOW IT WAS DONE.

© ReadyEdPubl i cat i ons 5 9 13 17 21 25 •f orr evi ew pur posesonl y•

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100 103 106 109 110 115 119 123 127 131 138 145 Ready-Ed Publications

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Games Using Dice

NOUGHT S AND CR OSSES OUGHTS CROSSES AIM To consolidate basic products to 81.

REQUIREMENTS Groups of two players Two ten sided dice per group.

One game sheet per group.

Different coloured pencil per player.

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

STARTING THE GAME Each player rolls a die to see who commences. Highest number rolled begins. The beginning player chooses either a nought or cross as his/her symbol.

Teac he r

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PLAYING THE GAME 1. Players in turn roll both dice. If they can create any product shown in a box on the game grid.

They can then mark it with their symbol.

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

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

LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

© ReadyEdPubl i cat i ons STRAND: Number •3.15; f o rr evi ew pur posesonl y• OUTCOMES: 3.16 (Applies to both Noughts and Crosses 1 and 2)

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STRAND: Chance and Data OUTCOMES: 2.24; 3.24; 3.25

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Ready-Ed Publications

Games Using Dice

NOUGHT S AND CR OSSES 1 OUGHTS CROSSES GAME SHEET REQUIREMENTS Two players Two ten sided dice.

One game sheet.

Different coloured pencil per player.

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

STARTING THE GAME Each player rolls a die to see who commences. Highest number rolled begins. The beginning player chooses either a nought or cross as his/her symbol.

Teac he r

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PLAYING THE GAME 1. To play Game 1: Player 1 rolls both dice. If you can create any product 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.

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

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

GAME 2 GAME 3 © ReadyEd Publ i cat i on s 4 9 16 2 10 18 8 12 15 •f or36r evi ew pu r p49oseso nl y •45 25 30 32 36 27 35 GAME 1

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GAME 9

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Page 47

Games Using Dice

NOUGHT S AND CR OSSES 2 OUGHTS CROSSES AIM To consolidate basic products.

REQUIREMENTS Groups of two to four players.

Two ten sided dice per group.

One game sheet per group.

Different coloured pencil per player.

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

STARTING THE GAME Each player rolls a die to see who commences. Highest number rolled begins.

Teac he r

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PLAYING THE GAME 1. Players in turn roll both dice. If they can create any product shown in a box on the game grid then they can claim it by colouring it with their colour.

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

3. An opposing player can block a winning move.

2

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Ready-Ed Publications

Games Using Dice

MA GIC NUMBERS MAGIC (Years 5 to 7) This game is similar to THREE CARD DRAW. AIM To create any number displayed on the MAGIC NUMBER Game Grid using one or two of the four processes.

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

Teac he r

REQUIREMENTS Groups of four players.

Three ten sided dice.

One MAGIC NUMBER grid per group.

Different coloured pencil per player.

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STARTING THE GAME Each player in turn rolls one of the dice to see who starts. The highest number rolled begins.

PLAYING THE GAME 1. Each player in turn rolls the three dice and tries to create any one of the numbers shown on the MAGIC NUMBER Game Sheet by using one or two of the four processes.

2. If a player can create any one of the numbers shown on the MAGIC NUMBER Game Sheet he/she colours in the square containing that number.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• N.B. No number can be claimed by two players.

3. Play continues until all numbers have been claimed or time has run out. The player with the most number of claimed MAGIC NUMBERS is the winner.

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STRAND: Number OUTCOMES: 3.14; 3.15; 3.16

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STRAND: Chance and Data OUTCOMES: 2.24; 3.24; 3.25

Ready-Ed Publications

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LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

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Page 49

Games Using Dice

MA GIC NUMBERS MAGIC GAME SHEET Roll the three dice and try to make one of the numbers shown below.

You may use any of the four processes you like, e.g.

Add all three.

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

Add two, multiply by the third.

Add and subtract.

Multiply and divide.

The nought can be used as zero or ten.

5

IF YOU MAKE A NUMBER COLOUR IN THE SQUARE.

9

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Teac he r

Add and multiply.

13 17 21 25

© ReadyEdPubl i cat i ons •f or r evi e w pu r pose son49 l y• 29 33 37 41 45

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53 57 61 65 69 73 77. te81 85 89 93 97 o c .

che e r o 115 r st sup er 100 103 106 109 110

119 123 127 131 138 145 Page 50

Ready-Ed Publications

Games Using Dice

THE PER CENT AGE G AME PERCENT CENTA GAME AIM To give students practice in calculating percentages and adding decimal numbers.

REQUIREMENTS Groups of two to four players.

Three ten sided dice per group.

One score sheet per player.

One pencil per player.

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GETTING STARTED Each player rolls a die to see who starts. The player throwing the highest number begins.

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Teac he r

PLAYING THE GAME 1. Each player in turn rolls the three dice.

2. Using two of the numbers shown, the player creates a number and then uses the third number shown as the percentage calculator, e.g. if 6, 4 and 3 were thrown then the player could combine the 4 and 3 to make 43 and use the 6 as the percentage calculator. 6% of 43 = 2.58.

3. This would give a higher percentage than 4% of 63 which equals 2.52 or 3% of 64 which is 1.92.

WINNING THE GAME After an agreed number of throws players add their calculations and the player with the highest score wins.

© ReadyEdPubl i cat i ons • f orr evi ew pur p os esonl y• LINKS TO NATIONAL OUTCOME STATEMENTS FOR MATHEMATICS

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STRAND: Chance and Data OUTCOMES: 2.24; 3.24

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Ready-Ed Publications

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STRAND: Number OUTCOMES: 6.15

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Page 51

Games Using Dice

THE PER CENT AGE G AME PERCENT CENTA GAME A game for two to four players.

You need three ten sided dice and a score sheet each.

GETTING STARTED Each player rolls a die to see who starts. The player throwing the highest number begins.

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PLAYING THE GAME Each player in turn rolls the three dice. Using two of the numbers shown, create a number and then use the third number shown as the percentage calculator, e.g. if 6, 4 and 3 were thrown then you could combine the 4 and 3 to make 43 and use the 6 as the percentage calculator. 6% of 43 = 2.58. Record this in your calculation column.

Teac he r GAME 1

Number

%

GAME 2

Calculation

Number

%

Calculation

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WINNING THE GAME After an agreed number of throws players add their calculations and the player with the highest score wins.

GAME 3

Number

%

Calculation

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Number

TOTAL

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TOTAL

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

GAME 5

GAME 6

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Calculation

Number

TOTAL

%

Calculation

Number

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Calculation

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Ready-Ed Publications

Games Using Dice

MA THS G AMES AND A CTIVITIES MATHS GAMES ACTIVITIES CONSOLIDATING BASIC FACTS IN ADDITION AND SUBTRACTION The following games and activities have been created to consolidate basic addition and subtraction facts to 18. Each activity is graded so that the less able student will be able to achieve some success while at the same time providing extension for students of higher ability.

All games and activities have been used with success by students in Years 2 to 7 grade levels.

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Below are summaries of the various games and how they could be played. I have also included blank masters of the game sheets so that you may develop your own game to assist students to consolidate facts not covered by the original game/activity.

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THE SORTING GAME This activity was created for students in a year two group to help them develop an understanding of basic facts to ten. It was further used to discover basic facts to eighteen.

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 encouraged to make as many number sentences as they can.

LET’S MAKE A SUM This game allows students in years two and three to create their own number sentences by linking objects in set one with objects in set two. Alternatively it can be used to discover basic facts to a specified number eg. 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.

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MAKE THE NUMBER Make the number allows students in years three to five to consolidate basic facts to 18. Students can choose their own sum or work to find facts for a more specific number as directed by you or the class.

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FIND THE ANSWER 1 & 2 These are number sleuths designed to give students practice in adding three numbers whose sum is less than twenty. This helps to consolidate basic facts to 18.

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

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

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CONNECT THREE. Connect three is a great game which gets students involved in combining three numbers to make a designated number. After playing the game they will then be ready to play the sequel, SECRET CONNECTIONS. For this game students are required to find three adjacent numbers in the grid whose sum equals the number in the box adjacent to the grid.

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SECRET CONNECTIONS (PLUS) 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’. By using the rules in game three “CONNECT THREE” students create their own combinations and the challenge their partner to discover the secret connection.

(Space is provided beneath the product for the challenger to write the connection.)

The blank grid provided allows you or the students to create a multitude of games based on OUTCOMES REQUIREMENTS.

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NUMBER CHASE. This is a popular maths activity which caters for all levels of ability as well as allowing you the teacher to consolidate any mathematical concept you desire.

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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 is great if trying to develop an understanding of estimating.

© ReadyEdPubl i cat i ons (eg if the answer was 4 284 which combination would be correct?)

•f or r e vi ew p ur p osesonl y• 2 340 + 2 560 8 × 527 612 × 7

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a) b) c)

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The student knows that 0 + 0 ¹ 4 and the product of 8 and 7 does not end in 4 therefore the response must be c) because 2 × 7 = 14

CONSOLIDATING PRODUCTS. SPEED TESTS When all basic products are considered there are only a total of 30 which could cause some difficulty to students. This premise is based on excluding zero, one and ten times tables. The activities provided aim to consolidate those facts.

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SPEED TES T 1 introduces thirty five basic products to the pupil and provides the student with TEST practise to increase their speed and accuracy over a four day period. The products are introduced in order of difficulty commencing with square numbers and extending to a difference of eight digits between multiplier and multiplicand ie 2 × 9.

SPEED TES T 2 uses the products introduced in Test 1 but utilises an open number sentence TEST approach (eg. __ × 4 = 16) so as to improve the students understanding of the division process.

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CONNECTING MULTIPLIERS (Years 5 to 7) This activity is similar to CONNECT THREE but in this activity the students connect three adjacent numbers to create the product in the box adjacent to the grid.

SECRET TIMES CONNECTION. (Years 5 to 7) Once again the students are challenged to make their own connections by finding the product of three adjacent numbers and then challenging their partner to discover the connection. (Space is provided beneath the product for the challenger to write the connection.)

A blank activity sheet has been included so that you or the students can create games using different sets of numbers.

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MATHS BINGO. (Years 3 to 7) This activity can cater for the consolidation or revision of any basic facts that you desire.

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In this activity students are presented with nine basic products to which they have to find the answer. On the completion of this task they then choose any combination of five of those number sentences to create their games by writing the number sentences not the answers in each game box. When the students have completed their task you call the answers and when any student has ticked five of those answers in his game box he/she calls bingo. After verifying the student’s accuracy you can declare a winner. If the student wasn’t accurate in checking the game continues till a winner has been achieved.

A blank game sheet has been included so that you can create other games to consolidate further facts students may require.

This activity compliments the desired outcomes required from SPEED TEST 1.

© ReadyEdPubl i cat i ons OUTCOMES •f orr evi ew pur posesonl y• Card and dice games are not only an interesting way to develop understanding of mathematical CARD AND DICE GAMES

facts but enhances mathematical thinking and allows the student to participate in that part of the curriculum involving chance processes.

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These games can be used by all students from year two to seven. They involve a minimum of preparation by the teacher but allow for the individual development of the pupil. Basically they involve the consolidation and recall of basic facts and products but can be used to develop an understanding of all processes in both number, decimals, fractions and percentage.

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Most of the card and dice games mentioned go under the generic name of MAKE A NUMBER. This approach allows the teacher to dictate what skills, recall or understanding he/she wishes to develop.

OUTCOMES The initial game (NUMBERS TO 30) is aimed to develop a recall of basic facts involving three addends. The success of the game involves the use of subtraction skills to achieve the required number.

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GAMES USING DICE.

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NUMBERS TO 60 Having mastered (NUMBERS TO 30) students use five cards to achieve the required number.

This game also involves the subtraction process to help the student reach the goal.

PLUS AND MINUS. (Numbers 5 to 60) Students are required to use these two processes to create a designated number.

NUMBERS TO 1 000 000 This game is designed to improve the pupils understanding of place values to 1 000 000.

(WORK SHEET INVOLVED) NUMBERS TO 1000 The pupil develops an understanding of the place value of decimals and whole numbers to 1000. (WORK SHEET INVOLVED) THREE CARD DRAW The pupil uses one or two of the four processes to create a number displayed on the game sheet. (WORK SHEET INVOLVED) SNAP This game involves the use of either addition or multiplication facts or both. It is played similar to the card game of the same name and is a fun way to consolidate basic facts and products.

OUTCOMES MAKE THE BIGGEST OR SMALLEST NUMBER. Using three or five ten sided dice this game develops an understanding of place values in number and/or decimal system to the level the teacher desires.

MAGIC NUMBERS. This game is similar to Three Card Draw but is played by groups of no more than four students using three ten sided dice instead of cards.

(GAME SHEET SUPPLIED) NOUGHTS AND CROSSES This games has been created for two players using two dice and is aimed at consolidating basic products to 81. It is similar to Magic Numbers but allows the students to claim the number they need.

(GAME SHEET SUPPLIED) NOUGHTS AND CROSSES 2 This game, similar to Magic Numbers, is designed for two to four players and challenges the players to connect three adjoining products either vertically, horizontally or diagonally using basic products. (GAME SHEET SUPPLIED) For teachers whishing to create their own set of products for consolidation blank game sheets for NOUGHTS AND CROSSES 1 and 2 has been included.

THE PERCENTAGE GAME. This activity involves using three ten sided dice. Students working in groups each roll the dice.

They combine two of the digits shown by the dice to make a number and then divide that number by the third digit to make a percentage. (WORK SHEET SUPPLIED)

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