Math Telephone (grades 1-6)

Created and developed by Siel Snowden

NCTS Standards--numbers and operations, algebra
CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them.
Practice Standards:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
Learning objectives
Students will be able to:
1. Perform grade-appropriate mental math calculations
2. Analyze a lengthy, multi-step equation in order to determine where an error in calculation
occurred
Probing Questions
1. Why and when is mental math important?
2. How can students work on developing mental math skills?
3. What is the value of a classroom game that encourages cooperation between students
instead of competition?
Overview
Math telephone is a simple, cooperative game for students to practice using mental
math. It can be easily made more or less difficult depending on students abilities, and can be
modified for students at any grade level. In addition, most students are already familiar with the
game telephone, so this variation will likely be easy to explain. Students must work together to
solve a long and complex equation correctly, which promotes cooperation and community within
the classroom.
Materials (for a class of 20 students):
10 note cards, cut in half and each half labeled with a sequential number on one side and a
different number operation (example: +8, -3, x4) on the other.
Lesson Sequence:
1. Arrange students so that they are sitting in a circle or in a line. Pass out the half note
cards in sequential order so that each student has one.
2. The teacher will begin the game by whispering a number to the student who has
notecard number 1.
3. That student will listen to the number, mentally perform the operation written on their
notecard, and whisper the new number to the classmate beside them who has notecard
number 2.

4. This pattern will continue around the circle until every student has performed their
operation on the equation. The last student in the circle will write their answer on the
board.
5. The teacher will reveal the correct answer to the equation.
6. If the correct answer matches the number that the class came up with, the class as a
whole receives a prize. If it does not match, the class will repeat the game, this time
performing their mental math out loud. The class will work together to determine how to
reach the correct answer and where any mistakes were made.
This game can be repeated multiple times throughout the year, and students will enjoy having
the chance to win a class prize (such as extra recess or candy) while practicing mental math. It
can be modified to include operations such as addition, subtraction, multiplication, division,
exponents, negative numbers, and fractions or decimals depending on students ages and
abilities.
Accommodations
1. Students who struggle with number operations can play this game in a small group
instead of as a class to reduce the number of operations that are performed on an
equation.
2. Students who struggle with mental math can use a whiteboard, calculator, or pencil and
paper to aid them in making calculations during the game.
Extensions
Instead of being played only once, math telephone could become a regular classroom game so
that students have multiple chances throughout the year to win class prizes. It gives them a
motivation to practice mental math operations and provides a shared goal among classmates.
Possible modifications include:
1. Incorporating physical activity by requiring students to run, hop, or crawl to another
classmate in order to share their number instead of simply whispering around a circle.
2. Adding a wide variety of numerical operations--exponents, square roots, etc--to
complicate the game for older students
3. Students could easily play this game with friends or family members. Introduce it during
a parents night!
4. Use the game as a way for students to practice reading roman numerals--for example,
by writing an operation such as (x + VII) on the card
5. For younger students, divide students into groups and have each group work together to
solve one piece of the equation
Literature
According to Van de Walle (Teaching Student-Centered Mathematics, pg. 282 v. 2), many
educators and students have a misconception of mental math and the processes that are best
used in mental math. An introduction to algebra helps students to challenge these

misconceptions because it introduces multiple alternative ways to approach or mentally

represent a math problem, which often makes it easier for students to perform mathematical
operations mentally.