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TABLE OF CONTENTS
Introduction 1 How to Use This Book 3 Using Games as a Teaching Strategy 6 Math Journal 10
Name Grade Skills Page
COUNTING AND PLACE VALUE Place Value Teaching Tips 15
Super Six Showdown 3 - 6 identifying 100's and 10's and 1's, greatest/least, probability, decimals
17
Super Six Showdown Gameboards 19
Roll on Place Value 3 – 7 comparing place value to 100,000’s, identifying and expanding place value, probability, problem solving, reading large numbers
21
Roll on Place Value Gameboard 24
Roll on Place Value Decimals 4 – 8 comparing place value, decimals, identifying and expanding place value, probability, problem solving, reading decimals
26
Roll on Place Value Decimals Gameboard 29
Roll on Place Value Whole Number/Decimal Gameboard 30
Rock and Roll 3 - 6 comparing place value, expanding numbers
31
Rock and Roll Recording Sheet 33
Rock and Roll Gameboards 34
Batters Up 3 - 6 place value to 100,000’s, addition with expanded notation, identifying place value, mean, median, mode
36
Batters Up Recording Sheet 38
Last Man Standing 3 – 6 ordering and comparing place value to 100,000’s, estimation
What's Under My Thumb 3 missing addend, subtraction, counting on or back
44
What's Under My Thumb Recording Sheet 45
Warp 18 3 adding to 18 with three addends, fact families, associative property of addition, working with patterns
46
Warp 18 Gameboard 48
Triple Tray 3 – 4 problem solving, multiple addend addition with grouping, counting multiples
49
Triple Tray Gameboard 51
Slam Dunk Differences 3 – 4 subtracting from 12, adding sums, introducing the term “difference”
52
Slam Dunk Differences Recording Sheet 54
Slam Dunk with Regrouping 3 – 5 two-digit addition with regrouping, three-digit addition with regrouping
55
Slam Dunk with Regrouping Recording Sheet 58
Super Mush Horse Race 3 – 6 addition and subtraction, fact fluency, multiplication, division
62
Super Mush Horse Race Recording Sheet 64
36 Slam Dunk 3 multiplication, products to 36, learn terms "factor" and "product", developing outcomes chart for 'x' multiplication, learn commutative property of multiplication
65
36 Slam Dunk Recording Sheet and Outcomes Chart 68
What's Under My Thumb Multiplication 3 up missing factor, division 70
Roll on Fractions Elementary 3 – 5 identifying, comparing and sequencing proper fractions 1/6 to 1; equivalent fractions, probability, chance and problem solving
175
Roll on Fractions Gameboard 178
Roll on Fractions Recording Sheet 179
Fraction Equivalent Recording Sheet 180
Fraction Four Square 4 – 6 adding fractions, common denominators, simplifying fractions, problem solving, probability and chance
SKILLS: comparing place value to 100,000’s, identifying and expanding place value, probability,problem solving, reading large numbers
PLAYERS: 2 (1 vs 1)
EQUIPMENT: tray of dice (each player needs 18 of their own color), gameboard, recordingsheet
GOAL: to be the player to create the greatest hundred thousands number for the round
GETTING STARTED: Both players take all 18 dice and place them to their side. The black tray is placed on the place value gameboard on page 24. The round begins by Player One rolling a die and selecting a slot in their first row to place it into.
EXAMPLE: Player One rolls and slots it into the thousands value and says “4 groups of thousand is four thousand; my number so far is four thousand.”
Player Two rolls and slots it into the ten thousands place and says “5 groups of ten thousand is fifty thousand; my number so far is fifty thousand.”
Players continue to alternate turns rolling one die at a time, placing it into a slot, verbalizing its value and reading their number as a whole as it exists at that point.
ROLL ON PLACE VALUE After all six dice are rolled for the round, players read their numbers they’ve made out loud. Players determine whose number is greater, and that player wins the first out of three rounds.
EXAMPLE:
This round was won in the hundred thousands place. Player One was greater by about 300,000. Players have another two rounds to play with their left over dice and play a “best out of three” game.
EXAMPLE:
H T T T T H T O
RO
UN
D O
NE PLAYER
ONE 6 4 4, 3 4 2
PLAYER TWO 3 5 1, 4 4 5
H T T T T H T O
RO
UN
D O
NE PLAYER
ONE 6 4 4, 3 4 2 GREATER
PLAYER TWO 3 5 1, 4 4 5
RO
UN
D T
WO
PLAYER ONE 6 6 3, 3 2 4 GREATER
PLAYER TWO 5 6 4, 3 2 2
RO
UN
D
THR
EE PLAYER
ONE 6 3 5, 4 4 2
PLAYER TWO 6 4 4, 6 1 1 GREATER
NOTE: players can use the tray to EXPAND their numbers. The slots are the zeroes in the expanded notation.
MATH JOURNAL WORK AND EXTENSIONS: 1. Have students record their numbers in standard form and record their opponent’s number in
standard form. Show by circling where the round was won.
2. Expand number after each round. See page 22 for using the tray as an expanding tool.
3. Award bonus point to player with greatest valuewhen tray turned upside down (Player One nowhas the greatest number beginning with two-hundred thousand). Note how tray has beenflipped upside down using the example at the topof the page. New numbers are: 116,446 244,536
SKILLS: multi-operations, order of operations, problem solving
PLAYERS: 2 (cooperative team) vs all teams in the class
EQUIPMENT: tray, recording sheet
GOAL: to fill up the tray with all 36 dice with multi-operational math sentences that match theselected target
GETTING STARTED: All dice are removed from the tray and “super mushed” – i.e. scrambled and rolled for about 20 – 30 seconds. The teacher calls stop and the dice are then set for the activity. To begin, all teams now hunt for multi-operational combinations of dice that match the target number and place them into their tray.
Teams must use 3, 4, or 5 dice in combination and must use at least 2 operations in each math sentence. All four operations can be used.