Math 3E UBD Lesson Plan: Numbers Bowling: Printable Math Game

Teacher and Grade Level

Miss Abby Morrow and Miss Kennedey
Roth
1st-2nd Grade

5 Strands of Proficiency
Productive Disposition
Procedural Fluency
Conceptual Understanding

CCSSM Domain(s):
Represent and solve problems
involving addition and subtraction.
Use place value understanding and
properties of operations to add and
subtract.

CCSSM and Other Standards: (Include

code and key words):
CCSS.MATH.CONTENT.2.NBT.B.5: Fluently
add or subtract within 100 using strategies
based on place value, properties of
operations, and/or the relationship between
addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1: Use
addition and subtraction within 100 to solve
one- and two-step word problems involving
situations of adding to, taking from, putting
together, taking apart, and comparing, with
unknowns in all positions, e.g., by using
drawings and equations with a symbol for
the unknown number to represent the
problem.
Purpose: To get students excited about learning about math. This activity can work for
students of all ages, whether it be to simply count, or to solve a division problem in order to
knock down the pins on their game board.
Topic Question: (Depending on the age of the student)
Have you every bowled before? Have you ever played bingo?
We are going to put these two games together to make a new game using our math
skills. What are some math skills that you know?
Know (concepts-nouns)
The student will know
How to subtract or divide in
different ways to get different
answers.

Do (Skills-verbs)
The student will be able to
Count or divide the problems on their
bowling cards to see how many pins
they can knock down on their bowling
alley lane sheet.

Student Nave Conceptions/Errors

Will I get to knock pins down
every time I draw from my deck?
Will I have to divide every single
time?

Pre-Assessment:
Ask younger students how well they can
subtract from 10, and what way they
best like to do it.
For upper elementary students, ask
them how their division skills are and
what they would like to improve on.

Materials:
Bowling alley lane sheet (10 pins)
10 pennies, buttons, or other small round objects.
Bowling pin cards (dotted, division problem bowling pin cards, and gutter ball pin
cards).

Pencil and scrap paper to help keep score.

Stage 1: Exploration (Be sure to use full sentences and have directions that will be easy to
follow.)
Hook: How are you going bring the students into the lesson?
Have bowling pins, poster board, and board game laid out so the students are
interested.
Ask the students if theyve ever been bowling, and what they like best about it.
Tell the students that they are going to either count how many dots there are on their
bowling pin problem card or solve a division problem to see how many pins they can
knock down on the bowling alley game sheet.
Teacher Questions: Can you tell me how many dots are on this card by just looking at it
rather than counting them individually?
Checks for Understanding: Making sure students are counting or dividing correctly. Also for
students who are counting you can make it a race to help develop their subatizing.
Stage 2: Concept Development (Build in Plan B and Plan C to address possible
misconceptions/errors.)
Students will each draw five cards. K-2nd graders will look at one card at a time,
count the dots on the pins/solve the division problem, find the number on the alley
pins, and then covering it with a game piece (penny).
Upper elementary students will have gutter ball cards in their deck, meaning that
they cant knock any pins down during that round.
Players will draw two sets of five cards (10 total) per round. The number of pins
covered after the 10 cards are played is the players score for that round.
The player with the highest score at the end of the game is the winner. You can play
as many rounds as you want throughout the game.
Teacher Questions: Can you should me how you solved your division problem? Can you
count how many dots are on your pin card for me?
Checks for Understanding: Have students explain how they how got an answer or work
backwards by asking them which card belongs to the number they have covered up.
Stage 3: Expansion
Upper elementary students: Ask the students how they felt after they did their
division problems, and some of the things they could have done differently to solve
the problem easier.
Younger students: Ask them how they felt about their counting, and if they would feel
better if they could subtract the number they drew from 10, like a really bowling
game.
Teacher Questions: Is there any other methods that you could have used to figure out the
answer?
Checks for Understanding: Have them show me how they got their answer or give them a
scratch sheet of paper to work the problem or and be able to check their work. Also you can
have them explain to another student how they got their answers and listen.
Closure and Evaluation: (Include description of closing and example of evaluation
format.)
Ask the students: Did you enjoy knocking the pins down in a different way? What
was the most fun part of it?
Evaluation: The teacher will watch the students while they are counting the dots on
their pins or are dividing the problem on their bowling pin problem card, making sure
that they are doing the operations correctly.

Relentlessly Fun, Deceptively Educational: Printable Numbers Bowling. (2014, April 2).
Retrieved
April 15, 2016, from
http://deceptivelyeducational.blogspot.com/2014/04/printable- numbers-bowling.html