Math Game: Skip Counting Race
Strand: Number Sense and Numeration
Strategy: Skip Counting
Materials:
One 6-sided die with the numbers 2, 2, 3, 3, 4 and 5 (use stickers over the existing numbers)
BLM MK13: Skip Counting Race game board
Overview:
The students (or teacher) determines the number that the students will skip count by, prior to beginning the game. Students roll the die and skip count by the agreed upon number, based on the number rolled. For example; if a student is skip counting by 2 and rolls a 3 they must skip count 3 times (2, 4, 6). The first student to reach 60 wins.
How This Supports Students Learning:
This game provides students with the opportunity to develop efficiency by using the skip counting strategy. Students that are able to skip counting can use this strategy when solving multiplication problems. They are also strengthening their understanding of unitizing; recognizing that each time they skip count the value represents a given quantity or set of numbers.
Strategy: Skip Counting
Materials:
One 6-sided die with the numbers 2, 2, 3, 3, 4 and 5 (use stickers over the existing numbers)
BLM MK13: Skip Counting Race game board
Overview:
The students (or teacher) determines the number that the students will skip count by, prior to beginning the game. Students roll the die and skip count by the agreed upon number, based on the number rolled. For example; if a student is skip counting by 2 and rolls a 3 they must skip count 3 times (2, 4, 6). The first student to reach 60 wins.
How This Supports Students Learning:
This game provides students with the opportunity to develop efficiency by using the skip counting strategy. Students that are able to skip counting can use this strategy when solving multiplication problems. They are also strengthening their understanding of unitizing; recognizing that each time they skip count the value represents a given quantity or set of numbers.
In this game, students begin by skip counting with a friendly number once they master this skill they can move on to another number. Teachers may want students to begin with 5 or 2, moving forward to 3 or ’s.
For students that are struggling with skip counting, they may rely on counting rhythmically by 1’s, emphasizing every time they have added a unit (1, 2, 3, 4). It may also be helpful to provide the student with an extra copy of the game board and have them use two different colours to record their counting (colour 2 squares red, two squares blue, etc.).
For students that are struggling with skip counting, they may rely on counting rhythmically by 1’s, emphasizing every time they have added a unit (1, 2, 3, 4). It may also be helpful to provide the student with an extra copy of the game board and have them use two different colours to record their counting (colour 2 squares red, two squares blue, etc.).
Where To Next:
Once students have developed efficiency with the skip counting strategy, they are able to move towards using repeated addition and doubling strategies. As students are introduced to the repeated addition strategy it may be useful for them to first skip count and then to record their addition sentence above this, in order to make the connection between the two strategies visible.
Additional games to reinforce the concept of skip counting from the What to Look For text by Alex Lawson include Target 75 (page 188) and Array Pattern Flashes (page 194).
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