Ten ina Row TOPIC: Players: Materials: Object Play: Plus Number Order 2 Playing cards (J-K removed) Sequence cards 1-10 in order Each player gets ten cards and lays them face down in a row. The remaining cards are placed in a face-down pile in the middle of the table. The first player draws a card from the deck and replaces a card in his or her row of ten by placing the drawn card face-up in the correct position in the row. The replaced card is tumed up and is used to replace another face-down card if possible. Play continues until a space is not available. The card not able to be played begins a face-up discard pile. Players take turns either drawing a new card or using the top card of the discard pile to replace cards in his or her row. The first player to replace all of their cards is the winner. TOPIC: Players: Materials: Object: Play: Counting on 1, 2, or 3 2 Handmade numeral cards (6 each of numbers 1-9) or playing cards (10-K removed) Collect cards by counting on 4, 2, or 3 mentally. Choose one “plus” card (1, 2, or 3) from the deck and place it face-up next to the rest of the deck placed facé-down. Players take turns turning over the top card and placing it next to the “plus” card. The first player to state the total keeps the card. Play continues until the deck is gone. The winner has the most cards, This game can be played cooperatively by taking turns. Teaching Tip: Adjust the game for each child's mental computation level. Do not go beyond +3 for counting on practice. Teacher's Gude 2.6 Mah Extended Leaming Summer Schoo! Madison Metropottan Schoo Disct © 2006 vil-4Teacher's Gul 25 Math Extended Leeming Summer School ‘Madison Metopolian School Disc © 2006 VI-5Capture Two \ TOPIC: — More or Less Tip: To make this game Players: 2 accommodate less- experienced players, have Materials: 2 sets of Digit Cards (0-9) children pair cards that are only one apart and/or Object: Capture number pairs that are two apart replace Digit Cards with Dot Pattern Cards Play: 1. Randomly mix and stack Digit cards facedown, 2. The first player draws and displays two Digit Cards. ifthe digits on the cards are two apart, the player captures the cards by stating their relationship. If the two Digit Cards are more or less than two apart, the cards remain displayed for future plays. Ex: If 6 and 4 are displayed, the player says “4 is 2 less than 6” (or “6 is 2 more than 4") and takes and keeps both cards, 3. The second player draws and displays one or two Digit Cards. (The second player will draw one card from the stack if any cards remain displayed from the previous play. The same player will draw two cards if no cards remain displayed from the previous play.) 4, Ifa drawn card can be paired with one of the displayed cards, the relationship is stated and the two cards are kept by the player, CY 5. Players continue to alternate tums, drawing and displaying cards, and } stating paired relationships when possible. 6. After the stack of Digit Cards is depleted, the players count their captured cards to see who has the most. Teaching Tip: Promote reflection and make mathematical connections by asking, “What approach helped you find pairs?” Are any numbers two apart? Nimble With Numbers 1-2 Childs, Choate and Wickett, Dale Seymour 1998 Teacher's Guide 3.5 Math Extended Leeming Summer Schoo! ‘Madison Metropolitan Schoo! District © 2006 Vi-6Make 10 TOPIC: Materials: Players: Object: Play: Go Fish ‘Sums of 10 Handmade numeral cards (6 each of numbers 1-9) or playing cards (10-K: removed) 24 Collect pairs of cards with sums of 10. Deal out all cards except the last one which is placed face up in the middle of the table. Each player keeps the cards dealt, in a face down stack, without looking at them. When his or her turn comes, that player turns over the top card of his stack. If this card can be used with any showing on the table to make 10, the player picks up the card that makes a sum of 10 and sets them aside. If the player can't put two cards together to make 10 he or she places the card face-up with the others on the table and the tum passes to the next player. The winner has the most cards at the end of play. ~- Make 10 TOPIC: Players: Materials: Object: Play: Variations: Sums of 10 24 Handmade numeral cards (4 each of numbers 0-9) or playing cards (10-K removed) Collect pairs of cards with sums of 10. As the original card game “Go Fish” but make tens instead of pairs. Deal 8 cards to each player. The players then lay down in front of them all of the pairs that make ten, Players take turns asking for a missing addend to make ten. The pair that makes ten is set aside. If the player asked has the card needed he or she may ask again for a card from any player. When the player asked doesn't have the card he or she says, "Go Fish!” and the player draws one card from the draw pile. If the card drawn “makes 10” he or she may continue as the “asker.” if not, the player to the left becomes the “asker.” Play ends when any player empties their hand. The winner has the most that pairs that make 10. + Eleven (or 12) Go Fish" Adjust the sets of cards accordingly. + Players ask for a card only once on a tum. + Players draw one card at a time from each other's hand. A ‘wild card” can be added. Players want to avoid ending the game with the “wild card” in hand as in the game “Old Maid.” Teacher's Guide 3-5 Math Extended Leaming Summer School Madison Metropolitan School District © 2006 Vil-7¢ wy Mystery 10 TOPIC: Players: Materials: Object: Play: ‘Sums of 10 24 Handmade numeral cards (6 each of numbers 1-9) or playing cards (10-K removed) Collect pairs of cards with sums of 10.and determine the value of the hidden cards. Each player chooses one card from a shuffled deck and without looking at it sets the card aside. The remaining cards are dealt into a 2x6 array between the two players. The top card on each pile is turned up. Players take tums making 10 with a pair of cards. When a card is taken from a pile the next top card is tumed up. When a space is vacated a turned up card can be placed in that spot so that there are always ten cards face-up. Two cards will remain when all cards have been tumed up. The hidden cards can be “guessed.” Each remaining card has a hidden “partner” that makes ten. If there are no cards remaining, the hidden cards together make'a.10. Tens Concentration Topic: Players: Materials: Object: Play: Variation: Sums of 10 2-4 Handmade numeral cards (6 each of numbers 1-9) or playing cards (10-K removed) Collect pairs of cards with sums of 10. As in concentration except collect pairs of cards with sums of 10. Place all cards face down in and array of 4 rows with 6 cards in each row. Players. take tums turning over two cards to make a sum of 10. Ifa 10 is made the player continues. Cards that do not match are turn back face down in the array. Adjust for combinations that students need to practice. For example: Sums to 7 or 15. Teachers Gude 36 Math Extended Leaming Summer Schoo! Madison Metropoian School Distt © 2008 vil-8Number of times each sum was rolled Toss Two Number Cubes TOPIC: Sums to 12 Players: 1 or 2 Object: Collect data Play: Roll two number cubes 25 times. On each toll, graph the sum of the two numbers below. Keep track of how-many times you rolled each sum on the graph. Title: Graph of Sums 25 24 23 22 24 20 19 18 17 16 15 14 13 12 11. 10 a|wlolalala|s}o tie | ate) ara 5) e| Oi leer iG) |e 40 11 | 12 ‘Sums Tesche's Gude 3 Math Exlonded Leeming Summer Schoo! Matlson Metropolitan Schoo Distict ©2008 Vil-9Uncover —_—— — TOPIC: Sums to 12 Players: 2 Materials: Uncover game board, 2 Number Cubes, transparent markers Object: Uncover the most numbers Play: 1. _ Using markers, pairs cover every numbered space along their number strips on he game board. 2. The first pair rolls the number cubes and adds the numbers on the cubes. The pair can uncover the sum or any combination of addends that equals the rolled sum. Ex: If 2 and 4 are rolled, the pair can uncover 6 or any combination that makes 6 (1+5,1+2+3, or2+4). 3. Pairs alternate turns, rolling number cubes and uncovering sums or addends ‘on their number strips. 4, When a pair can no longer use the covered numbers to make a sum or combination, play stops for that pair. When neither pair can uncover any more numbers, the game ends. 5. The pair who uncovers the most numbers wins. Teaching Tips: As children gain confidence, have them determine their scores by totaling the numerical values of the uncovered numbers. Winners have lower scores. Promote reflection and make mathematical connections by asking, “Which sums did you prefer to roll? Why?” or "What strategies helped you uncover more markers?” @? 1} «|! O@® Nimble With Numbers 2-3 Childs, Choate and Wickett, Dale Seymour 1998 Teacher's Gulds 35 Mah Extended Leeming Summer School Matson Melopoltan School Dist © 2008 Vil-10a HE | | Uncover Teachers Guide 3.6 Math Exended Leeming Summer School Madison Metropolitan Schoo! Distt © 2006,oo ) Pyramid Solitaire TOPIC: Materials: Players: Object: Set up: Play: Variation: Salute ‘Sums of 13 Deck of playing cards (K is 13, Q is12, J is 11, Ais 1) al Remove the pyramid. 21 cards are dealt face up in the shape of a pyramid in six successive rows (Row 1 - 1 card, Row 2~2 cards, Row 3 - 3 cards, etc.) The rows should overlap so that each card is overlapped by 2 cards from the row above. A card is available only when it is not overlapped by another card. Pick up any pairs of cards in the 6" row that add to 13. Continue until no more pairs are available. One by one, turn up cards from the hand. Discard those that can't be used into a pile. The top card in the discard pile and the visible card in the hand are available to make pairs of 13 with any open card in the pyramid. When you clear the pyramid of all cards you win. Remove face cards and make five rows instead of six for sums to 10. TOPIC: Players: Materials: Object: Play: Variation: fying a missing addend or factor Handmade numeral cards (6 each of numbers 1-9) or playing cards (10-K: removed) Be the first player to state the missing addend or factor. (One player serves as the referee. Deal out all cards into two face-down piles in front of the two players. When the referee says, "Go" the players each take their top card and place it on their forehead facing out for the other player to see. The referee states the total and each player tries to be the first to determine what their card is based on what the other player is showing. Adjust for the facts that students need to practice. For example: Sums to 7 or 15 or multiples under XSs. Teachers Guide 25 Math Extended Leeming Summer Scheol Madison Metropotan Schoo! Distt 2008 Vil 12TOPIC: Players: Materials: clips Object: Play: Variations: ‘Tac-Toe Sums in a Row Sums to 10, 20, 26, 50, Or 100 2 Tio-Tac-Toe game sheet, chips (or other markers) in two colors, two paper The first person to mark four sums in a row horizontally, vertically, or on a diagonal wins the round. The first player places a paper clip on two addends of their choosing located at the bottom of the game and then puts one marker on the corresponding sum on the tic-tac-toe grid. The next player moves just one of the clips to another addend, makes the new sum and places one maker on the correct spot on the grid. A player may put two clips on the same number for doubles. Play continues until one player has made tic-tac-toe four-in-a row. Shorten or lengthen the game using 3-in-2-row or 5-in-a-row to win. Tip: Teacher chooses the level of play based on student's mental computation level. Teaohars Gude 3.5 Math Extended Loaming Summer School Matlson Meropolen Schoo Distt © 2006, Vil- 13A Tic-Tac-Toe Sums in a Row ums to 10 6 7 8 9 10 6 7 8 |» 9 | 10 012345 67 89 10 ‘Teacher's Guide 2-6 Math Extended Leaning Summer Schoo! Masson Mtropltan Schoo istict © 2008, Vil- 14Tic-Tac-Toe Sums in a Row 10 11 14 15 16 | 10 11 | 16 17 | 18 19 20 1234567 89 10 Teachers Guide 36 Math Extended Leaming Summsr Schoo! Madison Metropoitan School Dist © 21 008 Vil 15423456789 10 11 12 13 Tic-Tac-Toe Sums in a Row 2 3 4 5 | 6 7 8 2 | 10 | 11 12/13 14 15 16 17 18 19 20.) 21 22 23 | 24 25 26 Toachars Guide 3-5 Math Extended Leaming Sunmmer School Madison Metopoltan Schoo! Disc © 2006 Vil- 16Tic-Tac-Toe Sums in a Row 26 27 28 «29 30 (31° 32° 33: 34:35 ,/ 36 37 | 38 39 | 40 a1 42: 43: «44/45 4647 48 49 | 50 ? Teachers Gude 2-5 Math Extanded Lesinng Summer Sahoo! Madison etopotan Schoo! District @ 2006 13:14 15 16 17 18 19 20 21 22 23 24 25 Vil -47any Dash to the Decade | TOPIC: Identifying a missing addend under 10. Materials: Handmade numeral cards (6 each of numbers 1-9) or deck of cards with 10-K: removed. Players: 1 0r2 Object: Complete the “Dash to the Decade” score sheet first or in a shorter time. Play: Deal entire deck into two piles face down. Players turn over the two top cards from their deck to make a 2-digit number. Record the number on the score sheet and fill | in the next “decade” and the amount to reach that decade. Players work at the ‘same time to get to the bottom of the page first. A second way to win is to sum all of the quantities above the arrow to see who had the biggest or the smallest dash. CO Tesche's Guide 25 Math Extended Learning Summer Schoo! Madison Metropltan School Distt © 2006 Vil-19Teacher's Guid 25 Math Extended Learning Summer Scheo! Dash to the Decade ——cwW« ——~— _ — —_——_—___——_—_- ———_- ———— rns —————————qx ———__— Madison Mtropltan Schoo! iste © 2006, Vil -20Close to 20 (or 100 or 1000) TOPIC: Players: Materials: Object: Play: Teaching Tip: Composing & comparing numbers 2-3 Handmade numeral cards (6 each of numbers 1-9) Get as close to 20 (or 100 or 1000) as possible Deal five cards (six for Close to 100, eight for Close to 1000) to each player face up. ‘Take tums using any three (any four, any six) cards to make a total as close to 20 (100, 1000) as possible. Write the numbers and the total on the Close to 20 (100, 1000) Score Sheet. Each player finds their score which is the difference between their number and 20 (100, 1000). Discard the used cards and deal out new cards to replace them. After five rounds, total scores. The player with the lowest score is the winner. Close to 100 or 1000 is very challenging for students just beginning to understand 10s and 1s. They must be able to readily decompose numbers and keep organized in their thinking. It's a good game for stretching students. Be sure to observe to be ‘sure the students are using their facts to play the game and explain to each other using tens and ones language how they get their totals. Teachers Guide 2.6 Math Exended Leaning Summer School Medison Metropolitan Schoal District © 2008 Vil- 21Close to 20 Score Sheet Date. Name. PLAYER 1 SCORE Round 1: + = Round 2: + + = Round 3: + + . Round4; tt Round 5: + + Total Score: Name PLAYER 2 SCORE Round 1: Round 2: ns Round3: ___ + = Round4; en #_ RoundS; + = Total Score: Teacher's Gude 3-6 Math Extended Learing Summer Schoo! tis Metropotan Sehel Dist ©2008 vil- 22© Close to 100 Score Sheet Date, Name. PLAYER 1 SCORE Round 1 + Round 2: + Round 3: + Round 4: + Round 5: Total Score: Name, PLAYER 2 SCORE Round 1: Round 2: Round 3: + Round 4: Round 5: + Total Score: Teacher's Gude 2-5 Math tended Leeming Summer Schoo! Madison Metopotn Scheol Dstt © 2006, Vil- 23C} Close to 1000 Score Sheet Date, Name. PLAYER 1 SCORE Round 4: Round 2: | Round3: Round4: Ce Total Score: | Name. | PLAYER 2 SCORE Round 1: et} Round2: Round3: Round 4: | Round§: tH | Total Score: Teacher's Guide 3-5 Math Extended Leeming Summer School Madison Metropolitan School District © 2006 Vil - 24Cover-Up corresponding space on the board (1-6). No space available loses a turn. The first person to cover six spaces wins. TOPIC: Number recognition, addition, subtraction, multi-step operations. C Players: 2 (All versions can be played as solitaire) Materials: 2 or 3 sixface number cubes or dice depending on level of play, two sets of markers. Object: Cover 12 spaces on the game board, | Play: Players take tums. Rules vary depending on the level of play. Level 1 (Number recognition 1-6): Players count the dots on one die, then cover the | Level 2: (Number recognition 1-12): Players count the dots on two dice, then cover the corresponding total on the board (1-12) or each number separately but not both. No space available loses a turn. The first person to cover twelve spaces wins. Level 3: (Addition or Subtraction): Players add or subtract the numbers on two dice, then cover the corresponding total on the board (1-12). Players must state what operation they are using or use the +/~ board to show the operation, No space available loses a turn. The first person to cover twelve spaces wins. | Level 4: (Two-Step Addition or Subtraction): Players role three dice. The player adds two of the dice and places the dice above the corresponding number for the total, then adds or subtracts the third die then covers the number with a marker. The first person to cover twelve spaces wins. Level 5: (Critical Thinking): Players role two dice and add the two numbers together. The player may do one of the following, Cover the number representing the total. Cover the two numbers represented by the face-value of the two dice, Cover any combination of numbers that, when added together, would produce the total of both dice, For example: 10 can be made with 149, 2+8, 3+7, or 1+2+3+4. The first | person to cover twelve spaces wins. Level 6: (Problem Solving): In this game players must cover the numbers consecutively 1- 12. A turn continues as long as the player can fil-in their number-line in order. When the three dice are rolled players can do one of the following to get the next number. 41. Use the face value of one of the dice, 2. Add or subtract two of the dice together, or 3, Add or subtract two of the dice, get a subtotal, then add or subtract the third die to that subtotal for an answer. Player can use the three numbers to cover as many numbers in order as possible: For example: 1, 3, and 4 could cover the following: ene 41 face value 5 4H 2 34 6 3444 C 3. face value 7 34 ( 4 face value 8 ate Teaches Gude 3 Math xdonded Learning Summer School Madison Metopoltan Schon District © 2008 Vil - 25eee dn-s98a05 + —_ Cover-Up ded Leaming Summer Scheel Madison Netroplitn School Distt OOBOOOOODOOOOO | OThree-In-A-Row CY) . TOPIC: Decomposing and composing numbers. Materials: 3 eight-face number cubes or 4 six- face cubes, two sets of markers in two colors. Players: 2 Object: The first player to occupy two sets of three consecutive spaces wins the game. Play: Players take turns rolling the 3 eight-face (or 4 six-face) dice and using addition or subtraction with the numbers rolled to produce a total. For example: 3, 6, and 8 could be used in the following ways: 34648 = 17 346=9, 98=1 83=5, 546211 One marker is placed on the answer for each turn. The first player to occupy two sets of three numbers in a row wins that round. When 7 each player cannot play for two consecutive rolls the winner is declared as the @ player who has the most spaces filled. Variations: Special number: Players can roll a “special number” before beginning the game. If the first set of three includes the special number the player automatically wins the game. Triples: Ifa player rolls three-of-a-kind. That player removes one marker from the board and fills in any unoccupied space. Solitaire: One player tries to fill all 24spaces with the least moves. The player begins with 24 markers. Anytime a roll can't be used a marker is set off to the side until all spaces are filled. The goal is to fill-in all spaces with exactly 24 rolls of the dice. VW Teachers Guide 3-5 Math Extended Lesming Summer School Madison Metropolitan SchelDitct © 2008 Vil-27C) OO | os 241 2 Po Oot ‘ 50) | (20 6) Oy 9 Three-In-A-Row 7 C) | 18 8) | 17 90) | 18, 13 12 WO | Teachers Gude 35 Math Extended Leeming Summer School Matson Met~ 7 Bump Topic: Players: Materials: Object: Play. Variations: Decomposing and composing numbers. 2 3 eight-faced number cubes or 4 six-faced cubes, two sets of markers in two colors. ‘Add three numbers to make a total. Break the total into parts to knock your ‘opponents off the board while capturing numbers for yourself. Players take tums rolling the 3 eight-face (or 4 six-face) cubes and adding the numbers rolled to produce a total. Each dice may be used only one time. The total can be used in one of two ways. 1. Place on marker on the inside or the outside of the number representing the total of the three dice 2. Place markers on either the inside or the outside of any combination of numbers that equal the total. There is no limit to the number of markers that can be used. Note: Markers may not be placed on both sides of the same number on the same tum. When a number is surrounded by the same colored marker it is “captured” by that player. A “bump” occurs when a player places their marker opposite their opponent's marker. The opponent's marker is removed or “bumped! from the board, The first player to “capture” five numbers is the winner of that round. The game ends with one player scores 5 points or after 2 consecutive rolls for each player with no available move. The most captures wins. Players use two number cubes to make a two-digit number. The third number cube is added or subtracted to make the total, Teacher's Gude 25 Math Extended Leaming Summer School Matson Metropolitan School Distt © 2006 Vil-29Differences TOPIC: Composing, comparing, difference Players: 2 Materials: Numeral cards (6 each of numbers 1-9) Object: _Find differences between two 2-digit numbers (or two 3-digit numbers) Play: Deal four cards face up to each player. Make two numbers as close as possible using all four cards and record on the Score Sheet. Then they each find the difference between the two numbers mentally and record. After three rounds they total the differences. The smallest total wins. Digits TOPIC: Composing, comparing, difference Players: 2013 Materials: Numeral cards (6 each of numbers 1-9) Object: _Find differences between two a target number (100 or 1000) and a 2 or 3. digit number. Play: Decide the target (100 or 1000). Deal out one more card than the digits in the target to each player. Players use the numerals to make a number as close as possible to the target. Record and find the difference between the target and the number. Total scores after three rounds. Lowest score wins. Teacher's Guide 35 Math Extended Learning Summer School Madison Metropoltan School District @ 2008 Vil-31Digits Score Sheet (100) PLAYER Game 1 Round 1 Round 2: Round 3: Game 2 Round 1: Round 2: Round 3: Game 3 Round 1: Round 2: Round 3: 100 - 100-_ = 100 - = 100- 100 — 100- = 100-_ 100— = (00 eee Teacher's Guid 3-5 Math Exlanded Leaming Summer Schoo! Date Difference Total Score: Difference Total Score: Difference Total Score: Madison Metopoltan Schoo! Distr © 2008 Vil - 32Digits Score Sheet (1000) O PLAYER Game 1 Round 1: 1000 — Round 2: 1000 - Round 3: 1000 - Game 2 Round 1: 1000 -. Round 2: 1000 — Round 3: 1000 - Game 3 Round 1: 1000 ~ Round 2: 1000 — Round 3: 1000 - 2 Teachars Guide 3-5 Math Exlondd Learning Summer Sho! Date. Total Score: Total Score: Total Score: Madison Metropoitan Schoo Dist © 2008, Difference Difference Difference VIL - 33,Differences Score Sheet Date. C) digit) PLAYER Game 1 Difference Game 2 Difference Round 1: - = Round 2: - = Round 3: - = Total Score: Round 1: - = Round 2: - = Round 3: - = Game 3 Difference | Total Score: Teachers Gute 3-6 Meth Extended Leeming Surmer Schoo! Matson Metropolitan Schoo Distct © 2006 VI - 34a 7 Differences Score Sheet (3-Digit) PLAYER Date, Game 2 Round 1: Round 2: - Round 3: - Game 3 Round 1: Total Score: Total Score: Round 2: - Round 3: - Teacher's Guide 2 Main Extended Leeming Summer Schoo! Total Score: Madison Meropetan School Distt © 2008, Difference Difference Difference Vil - 35VL ig Touch TOPIC: Number Order Players: 203 Materials: Winning Touch game board, 16 labeled tiles Object: To have the fewest tiles when the play ends. Play: All sixteen tiles are placed face down and mixed well, and each player takes two tiles to begin the game. The first player chooses one of his or her tiles and places it in the square corresponding to the two factors. For example, 25 must be placed in the column labeled ‘5’ that intersects the row labeled ‘5.’ The first player then takes one tile from the facedown pile to have two tiles again. The players’ take tums placing one tile at a time on the board. To be played, a tile must share a complete side with a tile that is already on the board. Touching a comer is not enough. If @ player does not have a tile that can be played the player misses a turn and takes a tile from the facedown pile keeping it in their collection (they cannot play it during this turn). If a player puts a tile on an inappropriate square, the person who catches the error can take that tur, and the person who made this error must take the tile back. Play ends when one no more tiles can be played touching another tile. Teaching Tips: Children should use their own thinking and discussion with others to figure out the products. Do not provide a multiplication table. introduce new boards as the students become proficient with the easier boards. Teacher's Guide 3-5 Meth Extended Leaming Summer Schoo! ‘Madison Metropolitan School District @ 2006 Vil - 36Teachars Guide 3.5 Ms _ Winning Touch to 6 tain Extended Leaming Summer Sahoo! Matson Metropolitan Schoo Disbct © 2008 Vil- 37Winning Touch to 6 Tiles Po [apis] 2|16|20}24 15[20)25/30 1824) 3036 Math Eended Leaming Summer Schoo! Madison Metopoltan School Disc © 2008N OO WU BR Ww _ Winning Touch to 7 Teachers Guide 2-5 Meth Extended Leaning Summer Schoo! Madison MsWinning Touch to 7 Tiles pep spay 12|16)20)24)2a 15)20)25)30)35 13)24[30)36)3 2f2a)35|e2)a93 45 6 7 8 ON OU AKA W Winning Touch to 8 Teacher's Guide 3-5 Matn Exfonded Leeming Summer Schoo! Madison Metopoltan School District @ 2008 Vil 44Winning Touch to 8 Tiles 9] tf] eed U1] N Be Kia rap spas n6jzofza)ze2 20)25)30)35|40 afa0faole2|ea 2a) 35|a2|eo|s6 22|a0jealsoloaWinning Touch to 9 Tiles Learning Sunmer Scheal Madison Meropltan Schoo! Distt © 2006,Fou -a-Row Topic: Players: Materials: Object: Pay: Multiplication Facts 2 Four-in-a-Row board, 36 transparent chips in two colors (18 of each), two paper clips Place four chips (products) in a row vertically, horizontally, or diagonally. Each player takes eighteen chips of the same color to begin the game. The first player takes the two paper clips and places them on any two numbers on the bottom outside the square, such as the 4 and 5. The same player then multiplies these numbers and puts one of their eighteen chips on any 20 (4x5). The second player moves one of the two paper clips that are now on the 4 and the 5. If the second player moves one of them from 4 to 3, this person can place one of their eighteen chips on any 15 (3x5). On every subsequent turn, a player must move one of the two paper clips to a different number. ‘Two paper clips can be placed on the same number, to make 5x5, for example. The person who is first to make a line of four chips of the same color, vertically, horizontally, or diagonally, is the winner, Teaching Tips: __The boards included are examples of ways to focus children’s efforts on a few combinations at the correct level of difficulty. When a board becomes too easy, or fit is too hard, you can make a new board to introduce an appropriate new set of factors and products to match the student's knowledge. Teacher's Gude 25 Math Exlended Leeming Summer School Matson Metropltan School Disc! © 2006 Vil- 45,15 10 12 16 10 20 > 16 25 12) 30 12 15 25 10 Learning Summer Schoo! 4 Macison Metopoin School Dstt © 2008 Vil- 4624 20 15 30 18 12 30 25 36 24 16 36 15 18 20 36 © 16) 36 30 25 12) 12 25 15 24 36 24 16 30 25 18 3 4 5 te ide 3-5 Wath Exiended Leaming Summer School Matizon Metropolitan Scheel Distt © 2006~ 24/49 20 35 30 42 28/30/25/36/24 16 36 35 49 42 20. 36 > 16 36/30/25 28 30 28 20 25/35 24 36 24 16 30° 49)|25 4248 49 56 35 30 42 40 30 125 36 48 64 36 35 49 | 42 56 36 > 64 36) 30 25 40 30 40 56 25 35 48 36 42 64 30 49 25 42 te ido 5-5 Meth Ecorded Leeming Sur mer School Madison Metropolitan Schoo Disct © 200848 49 56 63 54 42 54 72 81 36 48 64 36 63 49 42 56 36 > 64 36 72, 81 54 30 54 56 25 63 48 36 72 64 72 49 81 42Products ToPIc: Players: Materials: Object: Play: Multiplication Facts 2 Products game board, 18 transparent chips in two colors, two markers or paper clips Place four chips in a row, vertically, horizontally, diagonally, or until all squares have been covered To begin the game, Player 1 moves a marker (paper clip) to a number in the factor list at the bottom of the board Player 2 then moves the other marker to any number in the factor list (including the number marked by Player 1). The product of the two marked numbers is determined, and that product is covered by a colored chip for Player 2. Player 1 moves either marker to another number, and covers the new-product with one of his or her transparent chips. Players take turns moving a marker, and each product is covered with a transparent chip, depending on which player made the product. However, if a product is already covered, the player does not get a square for that turn. Play continues until one player covers fours squares in a row — vertically, horizontally, diagonally, or until all squares have been covered. ‘Adapted from the Web applet: htto:/iluminations.netm.ora/ActivityDetail.aspx?1D=29 Teacher's Gude 3-5 Math Exlonded Leeming Summer Schoo! Matlson Metropolitan Schoo Disc © 2006 vil- 5410 12)14 16/18 20 21 24 27 28 30 32,35 40 42 45 48 49 56 63. 64 71/81TOPIC: Materials: Players: Object Play: Teaching Tip: Multiples Ten tiles for multiples of one factor (2-9), Fifteen transparent chips (5 each of three different colors), One 10-sided number cube 3 Get rid of all tiles. Scatter the ten tiles in the middle of the table. Each player takes five chips. The first player rolls the number cube, and if a 5 comes up, for example, the player puts a chip on the tile marked ‘20' for 5x4. The second player then rolls the number cube, and if an 8 comes up, the player puts a chip on ‘32' for 8x4. If the third player rolls a 5, the tiie marked ‘20’ already has a chip on it, so the player must take it. The third player now has six chips and the first player has four. Play continues until one person has played all of their chips, This is a good introductory game. Most third graders begin by using repeated addition rather than multiplication. As they continue to play Rio, finding products when multiplying by 2 and 10 becomes easy. Then, they master the multiples of 5 and 3 or 4. Increase the challenge as students become proficient with each new level. Keep accurate records about what group of facts each child knows. ‘Teacher's Guide 3-5 Math Extended Leaning Summer Schoo! Madison Metropolitan Schoo! District @ 2006 Vil - 53,) Tiles for Rio lets [els ofolals[e] 2] >| sfal2[o[S]3| ee teteletets- [60] 7 |14/21|28] 35|42 a|seafr0| fre) 32|40]48|56|64]72/80] 9 [18]27)36]45|54]6 ‘fretioo. | TT 88 | S18!Juniper Green 50 (100) TOPI Factors and multiples Players: 2 Materials: Juniper Green game boards (one for each game), highlighter or pencil Object: _Use strategy to force opponent out of play. Play: The first player selects an even number. On each tum, a player selects any remaining number that is a factor or a multiple of the number just selected by the opponent. The first player who cannot select a number loses. Teachers Guido 2.5 Math Extended Leeming Summer Schoo! Maalson Metopota Schoo Disct © 2006 Vil- 58L , 44 JUNTPEP GREEN 50 15 2 15 25 35 | 3€ 45 5 115 16 | 17/18) 19 25 126 | 27/28 /29/ 30 32) (35 36 | 37 | 38/39 (ao 45 46/47 | 48 49 N) 7 ; 6|7/8/ 9 10 | 11/12 15 16/17/18] 19 20 (21 ale 25 26 | 27| 28/29 | 30 | 35 | 36 | 37 | 38 | 39 40 45 46 | 47 | 48| 49 50 | “Teacher's Gude 35 Math Extended Lesming Summer Schoo! Madison tiettopottan Scheel Distt © 2008 Vil - 57JUDIPEL GREEN 100 1/2|/3/4/5/6/7|8/9]| 10 41/12 /13|14|15|16|17/18/19 | 20 21 22 23| 24/25/26 27/28/29 30 31 32/33 34/ 35/36/37 | 38/39] 40 [54 | 52/53 / 54/55 | 56/57/58 /59/ 60 (61 62/63/64 | 65/66 67 68/69/70 74 | 72/73/74 | 75/76/77 78|79| 80. 81/82 83/84 85 86/87/88 /89| 90 | [91 | 92 [93/94/95 | 96/97/98 | 99/100 [44] [24 | 2 [31 | 32 4142 51 | 52/53/5455 61 | 62/63/64 65 81 | 82 | 83 | 84 85 91 | 92/93/94 95/96/97 | 98/ 99/100 Teashers Guide 2.5 Math Extended Leeming Summer School Matin Netropltan Schoo Distict © 2008 Vil- 58JUNIPEP GREEN 500 | i 2 3 4] 3 [6 7 3 } it 12 a 14 18 16 7 19 i itm [az 23 2 25 26 27 29 31 32 33 34 | 38 36. 37 39 at | 42 43 4a 45 46 47 49 [51 $2 | 83 54 55 56 57 59 61 62. | 63 64 85 67 69 71 72 73 74 | 75 77 79 at 2 3 a4 | 85 87 89 i a a7 a | | 401 402 403 4104 405_| 106 107 108 109 | a [|e [ta [ats tte tata | 40 size 2 ant | 126 | a alone 27 a4 28 (oR iat_| 132 [433 | 434 | 435136 [137 | 138 |_138 | sat 142 [143 | 14a | 445 [446 | t47_| 148 | 149 | ee en 19 | a ee aT [16 | TAG tet [163 [10a | 165 | 168 [167 | 168] 169 | a [aa | ars | tra [175 [176 | 77 | 78 | 179 | 181 182 163 [tea | 105 | 186 ter | 188 169 foi tea [468 | tea | 406 | 196] tor | 108 | tos | 201 [202 | ~203|~204 [205 | 208 | 207 | 208] 209 ait [212 | 213 | 214 | ats [216 [217] 218219 a1 [222 | 223 | 204 [205 | 296 | 207 | 228 [220 2at__[ 292 | 233 | 234 [295 [236 | 237 | 236239 2at_| 242 | 243 | 24a [245 [246 | 247 | 248 | 240 251 | 252 | 253 | 254 | 55 | 256 | 267 _| 268 | 280 261 | 262 | 263 | 264 | 265 | 266 | 267 | 268 | 260 ari | 272 | 273 | 274 | 278 | 276 | _2r?_| 278 | 279 281 | 282 | 283. | 284 | 288 | 286 | 287 | 268 | 280 2e1 [202 | 203 [304 [208206 | 297 | 298 | 290 301 [302 | 303 [304 [305 | 306_| 307 | 308 | 308 ait_| 32 | 313 | _3i4_| 315 | 316 | st7_| 318 | 39 321_| 322 | 323 |_g24_| 325 [326 | 327 _| 328” | 20 3a1_| 332_| 333 | 334” [335 | 336 | 337 | 998 | 330 341 [342 [343 [34a [345 [346 [347 | 348 [349 361 35:2 a | E59 ms | 954 eles 55 wel |IRB 960 ee i307 [OBO [HEED sei | 3e2_| 363 | 364 | 365 | 366 | 367 | 368 | 360 svi | 372_| 373 | 374 | 375 | 376 | 377_| 378 | 378 | 3e1_| 362 | 383 [364 | 385_|366_| 367 | 988 | 389 gor_|392_| 393 | 304 | 395 | 396_| 307 | 308 | 308 aoi_| 402 | 403 | 404_| 405_|408__| 407 | 408 | 409 ait | 42 | 413 | aia_[ ats | ate | _ai7_| 418 ate a2i_[ aaa | 42 | 424 | 428 | a6 | a7 | age [azo ea aai_| aaa | 443 [44a [445 | age | aar | age | ads 4si_| 452 | 453 [454 [455 | 456 | 457_| 458 | 458 4ei_| 462_| 463 | 464 | 465_|_ 466 | 467_| 468 | 468 am_|_ 472 | 473_| 47a |_475_|_476_|_477_| 478 | 478 asi_| 482 | 483 | 484 | 485 | 486 | _487_| 488 | eo ao1_| 492 [403 | 4o4_| 405 | 496_[ 497] 408 | 499 Teashers Gude 3.6 Math Edended Leeming Surmmer School Madison Matropolan School Distt © 2006 Vil-59