What You Do: Number 86 Deal out two cards to each player. You can add, subtract, multiply or divide the two numbers to make a whole number, or just put them together to make a 2-digit number. You score one point for making an odd number, OR a number that can be divided by three. The player who has the most points after five rounds wins the game. Example: with these cards you could make the following numbers: 46 64 4 + 6 = 10 4 x 6 = 24 ]{[} CARD GAMES ]{[} 6 - 4 = 2 But only 24 would score a point because it can be divided by three. Created by Kris Graham Can you predict as soon as you get your cards if you will be able to make K-6 Instruction Leader, Wahroonga Public School an odd number? What's the quick way to tell if a number is divisible by 3? How could you change the game to make it more challenging? Tips for Teachers 1. Colour code sets of cards to ensure they all stay as full sets. 2. Store card sets in individual boxes such as a travel soap box or small container. Activity 13– Nine Piles 3. Ensure students are familiar with cards, ie: Ace is equivalent to One, Jack, Queens and Kings have values of 11, 12 and 13. Sets Source: Developing Early Numeracy Strategies Stage 2 have hearts, clubs, spades and diamonds. What You Need: 4. Ensure Emergent and Perceptual counters know to only count the larger symbols on cards. Under the numerals there are 2 Remove the “picture” and “ten” cards from a deck of playing cards. additional pictures (diamonds, hearts etc). What You Do: Activity 1- One Up or One Down (ES1-S1) For this activity ensure the students know that the “Ace” is equivalent to “one”. Deal out the cards face up into nine piles. The students This is a simple 2-person card game. Many children need practice to know numbers before and after. take turns to locate two cards that total to ten. If able to find two cards equalling ten, the student removes and keeps the cards, revealing two new cards. What You Need: The activity continues until a player is unable to pair-up two cards that total ten. A regular deck of cards with face cards removed. Variation: How to Play: For this activity tell the students that the “Ace” is now equivalent to “eleven” for this activity and have them locate and remove cards that The goal is to get rid of your cards before the other player. total twenty. This may be two or more cards at one turn. To play, deal each player 5 cards. Put the rest of the deck face down in the middle. Turn over one card and set it next to the face-down pile. Activity 14– Pyramid 10 To play, both players will try to be the first to play one of their cards on the one in the middle. They can play if their card is one higher or one lower than the card on the table. For example, if an 8 is showing on the table, a child can put either a 7 or a 9 from their hand on that This activity can be an individual activity, such as solitaire. Alternatively, it can be played by more than one player by keeping score after card. Every time you play a card, you need to pick up another card from the face-down pile. Aces can be either a 1 or an each round or racing to complete first. 11. If an ace is showing on the table, you can play either a 2 or a 10 on the ace. Aim: This game calls for a lot of flexibility on the part of the players, since the number in the middle is always changing, and To remove as many cards as possible from the pyramid that add up to 10. kids have to readjust for which numbers are one up or one down. Generally, though, if first graders are playing against each other, the game moves relatively slowly and is manageable. It helps in early stages for an adult to coach kids along What You Do: as they are learning this game: "Does anyone have a 9 or a 7? Who has a 10 or a 1?" Note: if nobody has a playable • Remove all face cards except the Ace – this is the number 1. card, they turn over another card from the deck and keep playing. It helps to be quick: only one person gets to play on • Create a pyramid shape with 6 rows (like the photo). Cards in the row below touch the corners of the cards above. that card before the number changes! • The remaining cards become the draw pile. • The object of the game is to remove cards that ‘make 10’. Students can remove one card (being a 10) or remove two cards that Activity 2- ‘Turn over 3’ (S2-3) add up to 10. • The cards that are removed must be completely untouched by a card below. Therefore, at the start of the game you can only What You Need: remove cards that are in the bottom row. Use numeral cards 3-27 in a pile. Turn one numeral card over. This is our target. • The cards that add up to 10 are placed in a pile off to the side. How to Play: • If a player cannot make 10 with any of the cards in the pyramid, they need to draw a card from the draw pile and can use this Players draw 3 cards each from a deck of playing cards, using A – 9 only removing face cards. Students can use all 3 cards, or choose 2 card to ‘make 10’. If they still can’t make 10 they continue to draw until they can make 10. cards, discarding one (this may be an easier access point for some students. As you’re playing with the children, you can choose the most • If the draw pile runs out, a player can shuffle the completed pile and draw from there. appropriate pathway). • The game is over when a player can no longer remove cards from the pyramid. • If playing against each other, the player’s score is the total of all the cards left in their pyramid. The person with the smallest The goal is to be the closest to the target number. number wins that round. For example, I have 1, 5 and 5 and the target number is . In my cards, I could discard a 5. Then I could use 5 – 1 to make 4. This means I References – am 2 away from the target. I could also keep all three cards and say 5 – 5 = 0. Then if I add one more, I end up with 4. NSW Board of Studies (2002) K-6 Mathematics Syllabus NSW Department of Education (2007) Curriculum K-12 Parent Handout Syllabus Links: DENS Stage 2 NSW Department of Education (2003) Professional Support and Curriculum Directorate MAe - 4NA, 5NA, 6NA; MA1 - 4NA, 5NA, 6NA; MA2 - 4NA, 5NA, 6NA; MA3 - 4NA, 5NA,6NA Swan,P. (2001). Card Capers Mathematical Association of NSW [MANSW] Primary and Middle Years PAMphlet No. 86, 2019 Mathematical Association of NSW [MANSW] Primary and Middle Years PAMphlet No. 86, 2019 Activity 3– 14 (ES1- S2) Activity 7- Make the Largest Number 5. Then, all of the players still in the game take turns explaining the math they used and what number their cards created. The player with the number closest to the How to Play: What You Need: number in the centre of the table wins a point for every player who stayed in the Your aim is to reach 14 exactly. Only use cards Ace - 9 (remove face cards) game, including themselves. If there is a tie, both players score points. 6. Discard all of the cards on the table, then replenish the players' hands. Turn over 2 cards and add them together. If the total of the 2 cards is less than 14 you add How to Play: 7. Play until the pack has been depleted. The player with the highest score wins. the next card that is turned over. If your total goes over 14 you then need to subtract the Players take turns drawing one card at a time until they have 3 or up to 5 cards. next card. Variation: Each player turns over their cards and makes the largest number they can and says the num- Change the difficulty of the game. Deal 1, 3, or 4 cards into the centre of the table. To differentiate the activity, give students a higher total such as 24 or 34. ber. The player with the highest/largest number wins a point. To support your less able students provide them with a number line to help track their adding and subtracting. Play continues until all cards are used. The player with the most points wins. Activity 10- Double Trouble This competitive card game is extremely fun! Your students will practice doubling numbers as Activity 8- Place Value Game they flip over cards. Adapt the game to your students’ ability level. Try one-digit or two-digit numbers, or more! Two to four players can participate at once. Understanding place value is an important math skill! Help your students gain confidence as 2 + 9 = 11 11 + 4 =15 they compete to create the largest number using a deck of playing cards and a place value mat.