Math Games Please note that many of these games can be adapted and played across the divisions.

Primary Games Page Card Match - number concentration 2 Stomp – comparing numbers Double Up – doubling a number 3 Speed – one digit addition Fishing for Ten – number combinations for 10 4 Looking for Ten – number combinations for 10 Hit the Target – single digit addition & subtraction Hundreds Chart Puzzles 5 Disappearing Numbers – number relationships Two-Dice Sums – addition to 12 6 How Close Can You Get? – comparing numbers HTO – place value 7 Elevator Ride 0 to 20 – addition and subtraction 8 Race to a Flat – place value & regrouping 9 Countdown to Zero – place value & regrouping 10

Junior Games Race for 500 – place value, regrouping 10 Decimal Dance – place value, comparing numbers Rounding to a Target Number – place value 11 Roll and Add – addition facts & probability 12 Roll and Multiply - multiplication facts & probability 13 Salute – math facts practice 15 Twenty-Five – addition and subtraction

Intermediate Games Crypto – order of operations 16 The Product Game – multiplying factors 18 Triple M “An Average Game” – mean, median, mode 19 Integer Elevator Game – add/subtract integers 20 Speed Addition with Integers 21 Speed Multiplication with Integers Exponent Snap & Exponent War 22

References and Resources 23

1 Primary Math Games

Card Match Morrison pg. 42-43 Any number of players Materials: one deck of cards with the face cards removed This game is played like concentration using numeral cards from a deck of cards. Pairs of number cards are set down on a surface in rows. In KG, start with 6 cards and increase the number of cards for older students. Students take turns flipping over 2 cards. If the cards match, the students get to keep the cards. If the cards do not match, they are flipped back over for other students to try. The student with the most cards at the end of the activity wins.

Overall Expectations: NS&N - Gr. 1: read, represent, compare and order whole numbers G&SS – Gr. 1: describe the relative locations of objects using positional language

Extensions: Have students add the two cards that match (e.g., 4 + 4 = 8). They could also state the subtraction fact (4 – 4 = 0).

Stomp (played like War) Morrison, pg. 44 Two players Materials: one deck of cards with the face cards removed Each student gets half the deck with the cards in a pile face down. When one student says ‘go’, each student flips over the card on the top of the pile. The higher number wins. At the end of the game, the students total the number of cards that they have to see who has won the activity.

Overall Expectations: Gr. 1: read, represent, compare and order whole numbers…

Extensions: Students state the difference between the two numbers before they can claim the cards (e.g., 4 is 3 more than 1) Change the game so that the lower number wins. Students must state the difference between the lower and higher numbers (e.g., 2 is 3 less than 5).

2 Double Up Morrison, pg. 47 Two players Materials: one deck of cards with face cards removed One students flips over a card. The first player to correctly say the double of the number on that card wins the card. The activity continues until all the cards have been used. The winning player is the one with the most cards at the end of the activity. To avoid disagreements about fairness, the students take turns flipping over the cards.

Overall Expectations: Gr. 1: solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies

Extension: Play a near doubles game: Students state the double plus one fact (e.g., when turning over a 3, say: 3 + 4 = 7) or the double plus two fact (e.g., 3 + 5 = 8) to win the cards Play this game using number cubes instead of playing cards.

Speed Morrison, pg. 49 Two players Materials: one deck of cards with face cards removed Each student gets half the deck. When one student says ‘go’ each flips over the card. The first student to correctly give the sum (by adding them) wins the cards. At the end of the activity, the students add up the number of cards that they have to see who has won. The same activity can be played in older grades by having the students multiply instead of add.

Overall expectations: Gr. 1: solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies

Extensions: 3 players can play and add 3 numbers Players can subtract the smaller number from the greater number Gr. 3 and up: students multiply the 2 numbers to find the product 3 players can multiply to find the product for 3 numbers

3 Fishing for Ten (played like Go Fish) Two to Four players Materials: one deck of cards with the face cards removed Play this game similar to Go Fish but instead of finding cards of the same number and colour, students pair numerals that add to ten (e.g., 7 and 3, 4 and 6, 2 and 8…) Deal 7 cards to each player. Set the remaining cards face down in a pile in the centre of the group. Students take turns asking each other for cards that will allow them to make ten. When they get a pair of numbers that equal ten, they set their cards down for others to see and check. Play continues until the all the cards are all paired. Students may wish to use a face card to represent zero that will allow them to make 10 + 0.

Overall Expectations: Gr. 2: NS&N: solve problems involving the addition and subtraction of one and two digit whole numbers, using a variety of strategies P&A: demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18 Extensions: adapt the game and the cards used to play Fishing for 8 and Fishing for 9, etc.

Looking for Ten Materials: deck of cards. Remove the face cards. Ace = 1 Students work in small groups. The dealer lays out five cards face up. Students search the five cards to find combinations for ten. They name 2 cards that make ten and are allowed to claim those cards (e.g., 2 and 8 make 10). If no combinations are found in the five cards, then more cards are laid out. The dealer replaces the combinations that are claimed by the students.

Expectations: compose and decompose numbers in a variety of ways

Extension: set out more cards and allow students to combine 3 numbers when making combinations for ten. Use numbers other than 10 such as 8, 9, 12, and other teen numbers.

Hit the Target pg. 163: Students use the numbers on playing cards that are added or subtracted to equal a target number Materials: playing cards with the face cards removed, 2 number cubes 2 number cubes are rolled and the numbers shown are added (e.g., 4 + 4 = 8). Students are given 6 playing cards. They look at the numbers on their cards and find numbers that be added or subtracted to equal the target number (e.g., 6 + 2 = 8 or 10 – 2 = 8). Students may combine 3 or more cards to reach the target (e.g., 3 + 1 + 4 = 8) Play continues and students take more cards from the centre pile as they use up their cards. Overall Expectations: solve problems involving the addition and subtraction of single- digit whole numbers, using a variety of strategies Note: Students in the Junior grades may also use multiplication and division when playing Hit the Target.

4 Hundreds Chart Puzzles Print hundreds charts onto card stock or manila tag. Cut up the hundreds charts and store them in zip-loc bags or envelopes. Students put the hundreds charts back together and explain their strategies for matching the pieces (e.g., knew that the piece with 100 on it would be in the bottom right corner and placed that piece accordingly or, they organized all the pieces showing tens numbers underneath each other).

Overall Expectations: read, represent, compare, and order whole numbers to 50 (Gr. 1), to 100 (Gr. 2)… Demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20 Extensions For students who need to work with fewer numbers, use the top portion of the hundreds chart and provide a cut up puzzle with numbers to 10, 30 or 50.

For an extra challenge, provide a hundreds chart cut into smaller pieces.

Disappearing Numbers 2 – 3 players Materials: hundreds chart (1 – 100, 101 – 200…) any type of hundreds chart will do. Upper grades should work with hundreds charts that feature larger numbers such as numbers from 501 to 600, small counters that are the same size as a square in the hundreds chart. One player covers 3 or 4 numbers on the hundreds chart as the partner(s) look away. The partners must state the numbers that have been covered and explain how they know. (e.g., if 74 is covered, students might say they know the number is 74 because 74 is the number between 73 and 75, that the number has to begin with a 7 because it is in the same row as the numbers that have 7 tens and that it is in the column where all the numbers have a 4 in the ones place Overall Expectations: NS&N: read, represent, order, and compare whole numbers to… Patterning & Algebra: Describe, extend, and create a variety of numeric…patterns…

5 Two-Dice Sums Players: 2 or more Materials: 11 counters per person, strip of paper labelled 2 through 12 with each number covered by a counter Students of all ages can play this game, as long as they are able to add the numbers on two dice. Younger children benefit from the practice of adding, older students have the opportunity to think about the probability of the sums from rolling two dice. Objective: to remove all the counters in the fewest rolls possible Each player arranges 11 counters on the game strip. Players take turns rolling the dice. For each roll, all players can remove one counter if it is on the sum rolled. Players keep track of the number of rolls of dice it takes to clear their game board. Overall Expectations: NS&N, Gr. 2: solve problems involving the addition and subtraction of one and two digit whole numbers, using a variety of strategies DM&P, Gr. 2: describe probability in everyday situations and simple games Extensions: Allow students to add and/ or subtract the 2 numbers rolled in order to be able to remove counters more quickly from their game strip Ask students to note if sums appear more often than others (exploring probability)

How Close Can You Get? Players: small groups or whole class Materials: deck of playing cards, calculator (optional), scrap paper Depending on the grade, a number of cards are turned face up to establish a target number (e.g., 27) Gr. 2 – use 2 cards; Gr. 3 – use 2 to 3 cards; Gr. 4 and up – 4 or more cards Students use cards from their hand of 6 cards to make a number as close to the target number as possible. Students find the difference between their number and the target number. This is their score for the round. The player with the lowest score after 3 rounds is the winner. Stud Overall Expectations: Gr. 3: read, represent, compare, and order whole numbers Solve problems involving the addition and subtraction whole numbers, use of mental math strategies such as adding on Big Idea: number relationships Extensions: In the Junior and Intermediate grades, the target number could be a decimal number (e.g., in Gr. 4: 25.7; in Gr. 5: 45.72, etc.) Use a round counter to represent the decimal point.

6 HTO – Hundreds Tens Ones Morrison, pg. 46 2 – 3 players Materials: deck of cards with face cards and tens removed, place value chart Goal: Students place the number cards in the columns to make the largest number. One player deals 3 cards face down to each player. Player 1 turns over 1 of their three cards and places it in one of the columns on their HTO game sheet. Once a card is placed it cannot be moved. Player 2 turns over a card and places it on their HTO game sheet. This continues, until all of the cards are turned over. The student with the highest number on their HTO game sheet wins all the cards from that round. Overall Expectations: NS&N Gr. 3: read, represent, compare and order whole numbers to 1000… Gr. 4: to 10 000, Gr. 5: to 100 000, Gr. 6: to 1 000 000 Big Idea: place value, number relationships Extensions: Play the game with the goal of creating the lowest number or a number that is closest to or furthest away from a predetermined number such as 100. Younger students can play the game using the tens and ones columns only. JR & Int. students can use more cards and a place value chart with columns that include … thousands, hundreds, tens, ones, tenths, hundredths… to play a game using decimal numbers. Use a round counter or button to represent the decimal point. Ask groups to keep track of the numbers that they create. Then, they can organize the numbers from greatest to least or least to greatest. Scaffolding for this game: Give students the required number of cards and allow them to organize their cards to create the largest or smallest number based on the goal of the game.

7 Elevator Ride Materials: elevator ride strip, plus/minus spinner, 20 pencil, paper clip, number cube, counter 19 for each student Instructions for 2 Players 18 Students start at 10. They roll the number cube and use the plus/minus 17 spinner. They move their marker up or down the elevator depending on the roll 16 and spin. 15 Examples of Moves Roll a 3, spinner arrow lands on the 14 minus sign: move playing piece to 7. Roll again to get 5 and the spinner arrow 13 lands on the plus sign: move playing piece to 12. 12 The player who reaches 0 or 20 first is the 11 winner. Start 10 9 8 7 _ 6 + 5 4 3 2 1 0

8 Race to a Flat (using 1 number cube) Morrison, pg. 54 2 – 3 players Materials: Base ten materials: ones cubes, tens rods and hundreds flats Place value chart, one die per group Players take turns rolling the die. The player with the highest number starts the activity. The first player rolls the die. That player then takes a number of ones cubes equal to the number that has been rolled. For example, if a player rolls a 3, then the player would take 3 ‘ones’ cubes. Once a player gets more than 10 ‘ones’ cubes, they can trade them in for a tens rod. The activity continues until one player gets ten ‘ten rods’ that are traded for a hundreds flat. Overall Expectations: NS&N, Gr. 2: read, represent, compare and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100 cents.

Race to a Flat (use 2 number cubes) Morrison, pg. 54 2 – 3 players Materials: Base ten materials: ones cubes, tens rods and hundreds flats Place value chart, two number cubes per group Players take turns rolling the number cubes. They add the 2 numbers that show and collect that amount in base ten materials. For example, if a player rolls a 3 and a 4, then the player would take 7 units. . Once a player gets more than 10 units, they can trade ten units for a tens rod. The activity continues until one player gets ten ‘ten rods’ that are traded for a hundreds flat. Overall Expectations: NS&N, Gr. 2: read, represent, compare and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100 cents. solve problems involving the addition and subtraction of one- and two- digit whole numbers, using a variety of strategies...

Extensions: Use pennies, dimes and loonies to play this game. Students collect pennies based on the sum of roll of the number cubes and trade them for nickels and dimes to get $1.00 Gr. 3 and up: students can play Race to 500, Race to 1000, etc. by rolling 2 number cubes and taking the amount in base ten materials (e.g., 32 is made by rolling a 3 and a 2)

9 Countdown to Zero pg. 171 helps students learn how to trade a hundred flat for tens and tens for ones. See also Rep2.BLM7, an anecdotal recording sheet for Countdown to Zero from 100 in The Guide to Effective Instruction for Mathematics, KG to Gr. 3: Number Sense and Numeration. Materials: a ‘bank’ of base ten materials, ones cubes, tens rods and hundreds flats, 2 number cubes or 2 spinners Students are given a hundreds flat. They roll 2 number cubes and sum the numbers (e.g., 2 + 5 = 7). Students exchange their hundreds flat for ten 10 rods. Then they exchange one tens rod for 10 ones. Seven ones are taken from this set of ones and placed back in the bank of base ten materials. Now the student has 93. On their next turn, they roll the number cubes, sum the numbers and remove more ones. The first student to use up all of their base ten materials is the winner.

Overall Expectations: read, represent, compare and order whole numbers to 100, solve problems involving the addition and subtraction of one-digit whole numbers Alternative to Countdown to Zero from 100 Countdown to Zero from 50, or 30 To make the task simpler, start with 5 tens or 3 tens instead of a hundreds flat.

Junior Games

Race for 500 Materials: 2 number cubes, base ten materials: ones, tens rods, hundreds flats and thousand cubes, scrap paper, multiplication charts as needed

Students roll 2 number cubes and multiply the numbers (e.g., 3 x 6 = 18). They collect base ten materials to show 18: 1 ten and 8 ones. On their next roll, they again multiply the 2 numbers (e.g., 4 x 5 = 20) and collect base ten materials to show 20: 2 tens. They now have 48 in base ten materials. Once the students have collected 10 tens, they trade them for a 100 flat. Play continues until students reach a predetermined amount such as 500 or higher.

Overall Expectations: solve problems involving the…multiplication of single- and multi- digit whole numbers…using a variety of strategies

Extensions: At the Primary level, students can roll and add to play Race for 100. Junior level students can roll and multiply 3 number cubes to play Race for 1000.

10 Decimal Dance Materials: regular number cubes, cards (Ace = 1) to 9 in one pile 2 round counters Depending on the grade, each player draws 3 cards (Gr. 3), 5 cards (Gr. 4), 7 cards (Gr. 5), 9 cards (Gr. 6 and up) and makes a number. Players in Gr. 4 and up put down a counter (a bingo chip or other maker) as a decimal place and read their number to their partner. The player may select any place value position to put their decimal marker. Example: Player One: 45 426.897 “forty-five thousand, four hundred twenty-six decimal eight hundred ninety-seven thousandths” Player Two: 638 712.14 “six hundred thirty-eight thousand, seven hundred twelve decimal fourteen hundredths” Player One rolls a die to determine who wins the point. An odd roll (1, 3 or 5) means that the lower number wins the point, while an even roll (2, 4 or 6) means that the higher number wins. Players continue to turn cards over and arrange them. The first player to score 20 points is the winner.

Big Ideas in Mathematics Read, represent, compare, and order whole numbers and decimal numbers Decimal numbers: Gr. 4 (tenths), Gr. 5 (hundredths), Gr. 6 and up (thousandths)

Scaffolding: Students may need a place value chart to organize their cards.

Rounding to a Target Number Materials: playing cards with the face cards and tens removed Give each student or pair of students 6 random playing cards. Record a multiple of 100 000 on the chalkboard (e.g., 300 000) Students arrange their playing cards to make a number as close as possible to the target number. A student with the cards: 3, 2, 4, 5, 3, 9 could arrange their cards to show 323 459 which rounds to 300 000. They state whether they rounded up or rounded down. The student(s) who have a number that rounds up or down get a counter. The student(s) with the closest number get 2 counters.

Overall Expectations: Gr. 2: read, represent, compare, and order whole numbers to 100 Gr. 3 …numbers to 1000 Gr. 4 …numbers to 10 000 and decimal numbers to tenths Gr. 5 …numbers to 100 000 and decimal numbers to hundredths Gr. 6 …numbers to 1 000 000 and decimal numbers to thousandths Extensions: At the Primary level, students receive 2 cards and round to the nearest 10 At the upper Junior level, students receive 4 or more cards and round to a number in the thousands, tens of thousands and hundreds of thousands. Junior students could also work with decimal numbers and create a number that rounds to 1.0 or any number Example: given 3 cards, students create the numbers such as 0.895, 0.931, 0.703

11 Roll and Add Partner or Individual activity Materials: 2 number cubes, paper for recording results, graph paper Students predict which sum will appear most often when rolling and adding the numbers on a number cube. Students roll 2 number cubes a predetermined number of times (e.g., 30 times, 50 times). Add the numbers shown on the cubes (e.g., 2 + 5 = 7). Record the addends found and create a tally chart of the results. Students create a graph to show their results and describe the data. Gr. 3 students can create a graph with a scale of many to one and find the mode for the data.

Big Ideas in Mathematics: addition of one digit numbers, collecting, organizing and interpreting data, probability and making predictions about outcomes Questions to ask: Which sum appeared most often? Least often? Why do you think this happens? What would the results be like if you continued to roll and add? Extensions: Students in the JR grades can find the theoretical probability (all the possible outcomes) for Roll and Add, play the game and compare the results (experimental probability) to the prediction. They can determine the mode, median and the mean. Play the game using 8, 10 and 12-sided number cubes. Math Journals: Use probability language to describe the theoretical probability for this game (e.g., It is impossible to get a sum of one or 13 and sums from 2 to 12 are certain.

Roll and Add Recording Sheet (for two 6-sided number cubes) Sum Addends We Found Tally

2

3

4

5

6

7

8

9

10

11

12

12 Roll and Multiply Partner or Individual activity Materials: 2 number cubes, paper for recording results, graph paper Students roll 2 number cubes a predetermined number of times (e.g., 30 times, 50 times). Students make a prediction about which products will appear most often. Multiply the numbers that show on number cubes (e.g., 2 x 7 = 14). Create a tally chart of the results. Students create a graph to show their results and describe the data. Gr. 3 students can create a graph with a scale of many to one and describe the mode. Jr and Int. students can create a graph with a scale of many to one that uses a range (e.g., 1 – 12, 13 – 24, 25 – 36) and determine the mode, median and mean.

Big Ideas in Mathematics: multiplication of one digit numbers to 6 x 6, factors, composite and prime numbers, multiples, collecting, organizing and interpreting data, probability and making predictions about outcomes Questions to ask: Which product(s) appear most often? Least often? Why do you think this happens? What would the results be like if you continued to roll and multiply? What are the smallest and greatest products possible for this game?

Extensions: Students in the Jr and Int. grades can list all the possible outcomes (theoretical probability) for Roll and Multiply, play the game (experimental probability) and compare the results. Odd and Even Products: Predict whether there would be more odd or more even products and play the game. Prime and Composite Numbers: Predict whether there would be more prime or composite products and play the game. In the Junior and Intermediate grades, play the game using different many-sided number cubes or two spinners. Multiplication Bingo Materials: 2 number cubes, blank 5x5 Bingo card templates (1 per student or pair of students) Using their knowledge of the products that appear most often when playing Roll and Multiply, students record products on a blank 5 x 5 Bingo card template. The teacher or students roll the numbers cubes and call out the products as the game is played.

Tips for Teachers: There are 36 possible outcomes for this game including: 1 x 1 1 x 2 1 x 3 1 x 4 1 x 5 1 x 6, etc. all the way to 6 x 6 There are common products for the outcomes that result from multiplying factors such as 2 x 6, 4 x 3, 3 x 4 and 6 x 2. 6 and 12 are the most frequent products.

13 Roll and Multiply Recording Sheet Multiplication Expressions Products (Factors) Tally

14 The Remainders Game Play this game with a partner. You will need a number cube, 20 small objects per person (e.g., buttons, paper clips, pennies) To begin, a player rolls the number cube. The player needs to divide the 20 small objects into the number of groups shown on the number cube (e.g., if a player rolls a 3, the player divides the 20 objects into 3 groups). If there is a remainder, the player records the number of remaining objects on a piece of paper. The turn passes to the other player who rolls the number cube, makes equal groups, and records the remainder on his or her paper. After each player has 10 turns, the players add up the remainders on their piece of paper. The player with the greater total wins.

Big Ideas in Mathematics/Expectations: a number can be represented in many different ways, multiplication and division of single and multi-digit whole numbers, Multiplication and division are related, also factors and multiples.

Extensions: try other numbers such as 17, 26, 31, 37, etc. (numbers that are one or two away from whole numbers with many factors).

15 Salute, pg. 50 Three players Materials: one deck of cards with face cards removed Player 1 and Player 2 each get half the deck of cards. When Player 3 says ‘Salute’, the other two players each hold one card to their forehead (so that they cannot see their own card but can see their opponents’). Player 3 states the sum of the cards (e.g., states 7 for 3 + 4). The other 2 players must subtract their opponent’s card from the sum or use an addition strategy such as counting up to figure out what their own card is. The first player to correctly identify the card they are holding wins both cards. The winning player is the one with the most cards at the end of the activity. At the end of the activity, the winning player becomes Player 3 (or the students take turns being Player 3). Overall expectations: Gr. 3: solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division. Extensions: older students can multiply instead of add. Player 3 may benefit from using a calculator to double-check their answer.

Twenty-Five: A Math Card Game Players: 2 or more Materials: playing cards numbered 1 through 9 Deal out all the cards, an equal number to each player. The cards are left facedown in a pile in front of each player. The person to the dealer's left goes first, and play continues clockwise. The first person turns over a card and places it face up in the center of the play area. The next person turns over a card, adds it to the card already played, says the sum out loud, and places the card on top of the previously played card. The next person turns over a card and adds the card to the sum of the first two cards. Play continues in this way until someone has a card that when added will give a sum greater than 25. When that happens, the player must subtract rather than add. Play continues until someone gets a sum of exactly 25. The player who gets a sum of exactly 25 wins that round and goes first in the next round. Overall Expectations: NS & N, Gr. 3: solve problems involving the addition and subtraction of single- and mult- digit whole numbers, using a variety of strategies Extensions: use numbers greater than twenty-five as the target number

16 Preparation: Create a “deck” of Crypto cards. A deck consists of 52 cards in the following sequence: numbers (1-10) x 3 - 1,1,1,2,2,2,3,3,3 etc. numbers (11 - 17) x 2 - 11,11,12,12,13,13,etc and numbers (18 -25) a single card for each. Making each deck different colours will assist in keeping decks separated.

How to Play: The game is played by dealing 4 cards to each player (cards turned up) and 1 card turned up in the center (target card). The players use order of operations with their 4 cards to total the target number. Example: Player 1 is dealt 4, 2, 1, and 3 and the target number is 10. By using order of operations these numbers can result in 10 in several ways:

4 +2+1+3 =10 or (4x3) - (2x1) =10 or (4x2) + 3-1=10.

The first person to get the target number says “CRYPTO!” wins the round after they have explained to the rest of the group how their result was achieved. Individual players keep track of how many games they won.

Alternatives  Scores can be kept by counting the number of cards used to achieve the target number. For example, a player can get 2 points for using two cards (i.e. 4 +6 = 10); 3 points for using three cards and 4 points for using four cards. This type of scoring makes it less competitive.  Crypto can be played Euchre style in pairs where individuals place 1 card down at a time and first player to calculate Crypto wins round 1 of 4 for team. Best 3 out of 4 wins game.  Individual or team scores can be marked on a tally chart and championships can be played.  Run a school wide Crypto tournament. They will love it!  For a challenge: Have them use integers, fractions or decimals!

17 18 19 Triple M - An "Average" Game Two or more players Materials: deck of cards or number cards (1 to 13) number cubes labelled 1 to 6 calculator (optional) blank sheet of paper Big Ideas Playing this game reinforces skills of calculating mean, median and mode A player rolls the number cubes and sums the numbers (e.g., 5 + 2 = 7) Each player is dealt this number of cards (in this case, 7). On paper, each player records the value of each of his or her cards as a number. Note: Jack = 11, Queen = 12, KIng = 13, Ace = 1 Each player calculates the mean, median, and mode of the numbers, rounding each average to the nearest whole number. If there is no mode, the student records a 0. Their score for the round is the sum of the mean, median and mode. The player with the highest score wins.

Integer Elevator Ride Two players Materials: elevator ride strip, plus/minus spinner, paper clip, pencils, number cube, counter for each student Students start at 0. They roll the number cube to get a number to add or subtract and spin a paper clip on the plus/minus spinner. They move their marker up or down the elevator depending on the roll and spin. Example Moves: Roll a 3, spinner arrow lands on the minus sign: move playing piece to (-3). On their next roll, the student rolls a 5 and the spinner arrow lands on the plus sign: move marker to (+2). The player who reaches (+10) or (-10) first is the winner.

_ +

20 Elevator Ride +10 + 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 Start 0 - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 -10

21 Speed Addition – Intermediate Level, Gr. 7 and up Two players Materials: one deck of cards with face cards removed Red cards are negative; black cards are positive Each student gets half the deck. When one student says ‘go’ each flips over the card. The first student to correctly give the sum wins the cards. Play continues until all the cards are gone. The player with more cards wins. Alternative: Each player turns over 2 cards, and finds the sum. The player with the greater product wins all four cards. Big ideas If 2 positive integers are added, the sum will be positive. If 2 negative integers are added, the sum will be negative. If a number is positive and the other number is negative and a greater number, then the sum will be negative. If a negative number is added to a greater positive number, then the sum will be positive. Extension: 3 players play and add 3 numbers

Speed Multiplication – Intermediate Level Gr. 8 and up Two players Materials: one deck of cards with face cards removed Red cards are negative; black cards are positive Each student gets half the deck. When one student says ‘go’ each flips over the card. Examples: red 7 x red 7 = 49 or black 5 x red 4 = -20 The first student to correctly give the product wins the cards. Play continues until all the cards are gone. The player with more cards wins. Alternative: Each player turns over 2 cards, and finds the product. The player with the greater product wins all four cards. Big ideas If 2 integers have the same sign, their product is positive. If the two integers have different signs, their product is negative. Extensions: 3 players can play and multiply 3 numbers.

22 Exponent War - Intermediate Level Two players Materials: one deck of cards with face cards removed Cards: Ace to 5, or Ace to 9 for advanced players Players divide cards evenly between themselves. Players turn over two cards each. The first card turned over is the base card and the second card is the exponent. Example: Player 1 turns up a 3, then a 4. Their total is 3 x 3 x 3 x 3 = 81. The player with the highest total wins all four cards. Play continues until one player has earned all of the cards. In the event of a tie (when both players have the same total), each player deals three cards face down. Two of these cards are turned face up and the player with the higher product earns all of the cards. Curriculum Expectations Gr. 7: Apply a variety of computational strategies to solve problems involving whole numbers… Gr. 8: Express repeated multiplication using exponential notation (e.g., 2 x 2 x 2 x 2 = 24) Source: Currah, J. Felling, J. MacDonald, C. 1989. All Hands on Deck. Math Games using Cards and Dice. Pg. 136. ISBN: 0-9681613-3-2

Exponent Snap – Intermediate Level Two players Materials: one deck of cards with the face cards removed Cards: Ace to 5, or Ace to 9 for advanced players Players divide the cards evenly between themselves. Each player turns over a card at the same time. One player continuously turns over the base card while the other player turns over the exponent card. The first player to say the correct answer out loud collects both cards. Play continues until one player collects all of the cards. Example: Player 1 (base) Player 2 (exponent) 4 3 Correct Answer = 64 (4 x 4 x 4)

In the event of a tie, the two cards are left face down in a pile and two more cards are turned over until one player gives the correct answer before the other. This player now collects all of the cards in the pile and the two face up cards. Curriculum Expectations: Curriculum Expectations Gr. 7: Apply a variety of computational strategies to solve problems involving whole numbers… Gr. 8: Express repeated multiplication using exponential notation (e.g., 2 x 2 x 2 x 2 = 24) Source: Currah, J. Felling, J. MacDonald, C. 1989. All Hands on Deck. Math Games using Cards and Dice. Pg. 137. ISBN: 0-9681613-3-2

23 References and Resources The Guides To Effective Instruction for Mathematics. www.eworkshop.on.ca

Blackline Masters http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm many blackline masters to use with these games and for other Math lesson activities

Currah, J. Felling, J. MacDonald, C. 1989. All Hands on Deck. Math Games using Cards and Dice. ISBN: 0-9681613-3-2

Math Frog website http://www.mathfrog.ca a bilingual website with free resources, lessons and exercises for Junior level students, teachers and parents, including online math games and tools.

Math Makes Sense Teaching Guides, Grades 1 through 8. Pearson Education Canada

Math Wire website http://www.mathwire.com for math activities, many games and blackline masters organized alphabetically by math topic

Morrison, A., Family Enriched Mathematics: Parents Help Students Learn Mathematics. ISBN: 978-1-8943699-12-1 www.databdirect.com

Twenty-Five: A Math Card Game http://childparenting.about.com/gi/dynamic/offsite.htm? zi=1/XJ/Ya&sdn=childparenting&zu=http%3A%2F%2Fwww.educationworld.com %2Fa_tsl%2Farchives%2F01-1%2Flesson0026.shtml

Two-Dice Sums http://teacher.scholastic.com/lessonrepro/lessonplans/grmagam.htm

Wired Math website http://cemc2.math.uwaterloo.ca/wired_math/english/index.shtml a bilingual website with resources, lesson ideas, activities, tutorials and online games for the Intermediate level

Compiled by Mary Cole, NW3 Math Coach, updated September, 2010

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