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Math Tac Toe

Teacher and
Grade Level
Jerrica Trease,
Abby Dixon, and
Kayla Grodzicki

5 Strands of Proficiency
Strategic competence
Procedural Fluency

CCSSM
Domain(s):
Operations and
Algebraic
Thinking

CCSSM and Other Standards: (Include code and key words)
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10.
CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison.

Purpose: Students will practice math facts.Students must have the ability of memorizing math
facts to play this game. It is important for them to have these memorized when learning harder
subjects in math. This is a fun way for students to practice them. It will challenge kids because
even though there is no time limit, there is a need to go faster. The students will want to
memorize facts to play game.
Topic Question: Can you solve these math fact questions efficiently.
Know (Concepts-nouns)
The student will know…
 Math facts
o Addition, Subtraction, Multiplication,
Number recognition
 How to play tic tac toe

Do (Skills-verbs)
The student will be able to…
 solve math facts from
memory
 Run to tic tac toe board.

Student Naïve Conceptions/Errors
 Not knowing Math facts.
 Misreading symbols
 Adding instead of subtracting or multiplying and
vice versa.

Pre-Assessment
 What grade are you in?
 Do you know what your
math facts well?
 What all have you been
practicing in your
classroom?
 Which facts do you find
challenging?

Materials:
 Math fact cards
 Math fact study board
 Tape


Rags(6)
pencils/erasers (Prize)

Stage 1: Exploration
Hook: The hook for this will be the appeal. The students get to play an active game and will
receive ‘cool’ prizes. There will also be a very appealing sign for students to see. Students will
be able to study their math facts from a sheet when waiting in line. This will give them a chance
to practice before getting ready for the activity.
Stage 2: Concept Development
Students will get in two groups of four. Each team will be given 3 rags. They will line up on the
starting line.
Teacher will give player 1 a math fact. The student must answer it to run down to the tic tac toe
board to place their rag.
Then it will be player 2 turn and so on.
The students must get three rags in a row to win.
If the all the rags have been placed and there is not a winner. Player 4 will be able to move one
of his groups rags to make three in a row. This will happen until there is a winner.
If student is physically disabled, ask if they want you to run for them, choose a friend to run, or
if they want to do it on their own.
Have scratch paper and pencils available for students who need to write down problem to
solve.
Stage 3: Expansion
Students are given the opportunity to try harder math facts. To expand the game I will have a
harder math problems written out. This will be called the Challenge Problems. The problems
will be things that include PEMDAS and other equations. This will be students who are flying
threw their math facts.
Closure and Evaluation:
Students will be able to choose from a prize after participating. The teacher will go over that
students were practicing math facts and why it is important. Challenge the students to know all
their facts and come back and play again.