Resources: Here are the links to the different folders for the games shared during the video that support students with Getting to a Decade Number and making jumps of 10 forward and backwards.
Resources: Here are the links to the different folders for the games shared during the video that support students with Getting to a Decade Number and making jumps of 10 forward and backwards.
Math Game for Addition & Subtraction: Handful of Dice
Math Strategy: Up/Down over 10 Math Strand: Number Sense and Numeration
Overview: This game has many extensions and adaptations to suit your students' needs. With making pairs of 10, there are limited choices which let them focus on that amount. Then, by changing the number it allows students to practice decomposing other numbers of varying amounts. You can also change the amount of dice being used for each number. For example, you could choose the number 15 and have students use 2,3 or 4 dice to decompose it into. This is an excellent activity to support part-whole understanding. It also requires very little materials and could be played with 2-4 players.
* It could also be adapted for multiplication by giving a larger number, such as 24 and asking students to find pairs of numbers that when multiplied = 24.
How this activity supports learning: This game helps students understand that a number can be decomposed into smaller numbers. For example, to add 7 + 5, a child may use the up over 10 strategy and take 3 from the 5 and add it to the 7 to make 10, plus the remaining 2 = 12.
Composing and decomposing small sets of objects can allow young students to see the whole group as well as the subsets that created the whole
Students need a strong understanding of part-whole relationships in order to use mental mathematics strategies to add, subtract, multiply and divide.
Students who are able to fluently decompose quantities and then compose quantities are able to adapt their calculations to different sets of numbers.
Where to next? If a student is having difficulty decomposing, reduce the quantity of objects the student is using. Students may also benefit from having physical tools they can refer to, such as snap cubes or counters. For example, if the student is decomposing 5, have the, demonstrate the two parts with a 2 and 3 then take another 5 blocks and do it again with different numbers. You can ask if they are able to decompose it into other parts, such as 3 or 4.
If a student is fluent and confident with decomposing, move towards using larger numbers and having students explain their proof, “How do you know you have found all the ways to decompose this number?”
You can also focus on the next strategies, which would be splitting, where numbers are split into their place value to make them easier to add or subtract.
Strand: Number Sense and Numeration, Addition Math Strategy: Counting On
Video French:
Video English:
Materials: • 1 deck of cards with 10, J, Q and K removed • counters • 2 cups • 2 players
Overview:
In this twist on the classic War game, students work to find the difference in value between the two cards that are drawn. They are deepening their understanding of the part whole relationship and developing the counting on strategy, as they count on of from the lower card until they reach the value of the higher card. Students use counters to represent the difference.
How this Supports Student Learning:
Students are able to practice the counting on strategy in this game. Through this activity they construct their understanding of part whole relationships as they recognize the higher value card being the “whole”, the lower card being one “part” and the difference being another “part”. This game supports students in moving from counting all, or counting backwards into counting on.
Reflection & Consolidation
Which questions might you ask students to help connect their learning and consolidate their understanding?
Where to next?
For students that require more practice to master the counting on strategy activities like Salute, Riddles with Tiles and Dots and Number Dice provide excellent opportunities to strengthen this strategy. Once the student has mastered this strategy they are ready to begin playing games that promote the use of the 5 and 10 anchor, like Go Fish to Ten, Steal the Bundle and Make 10 Concentration.
Math Strand: Number Sense and Numeration Math Strategy: Skip Counting
English video:
Video french:
Materials: One die, whiteboard and whiteboard marker
(Extension: colour tiles)
Overview:
This game is very engaging for students and helps to prepare students to move from using repeated addition to using grouping of numbers when modeling arrays when solving multiplication problems. After completing this lesson you would then begin a lesson using arrays for equal groups.
On each turn, students roll a 1–6 number cube to find out how many circles to draw and then roll the cube again to find out how many stars to draw in each circle. For example, for a first roll of 4 and a second roll of 3, the student would draw this:
How this activity supports student learning?
Playing Circles and Stars helps students understand that multiplication
can be thought of as combining equal groups and is, therefore, related to addition when the same number is added multiple times. From playing, students become familiar with multiplying numbers from 1X1 to 6X6.
As an extension, you could use try using an 8 sided die.
After students know how to play the game, they learn to represent each
of their turns with addition and multiplication equations. This helps them connect the standard symbols to their experience and also strengthens the connection between addition and multiplication.
Where to next?
In the Alex Lawson text, What To Look For there are several other games that can be played to support unitizing, such as: - How Long? How Many?, which uses Cuisenaire rods - Skip Counting Race - Target 75 - Multiplication Challenge
These can all be found on page 185-189.
Share your classroom experiences with us on Instagram and Twitter at @LKelempro #EngageLK!
Strand: Number Sense Numeration multiplication
Math Strategy: Using Familiar Facts
Materials: variety of Arrays cards, corresponding multiplication fact cards
Overview:
During this activity, each student has a different card. Each card shows a different array on one side and the corresponding multiplication fact on the back. Student will ‘mill about the room’ finding another student to Quiz, by showing them their array picture and having the opponent say the multiplication fact on the back. Then the other student will Quiz (show) his/her array and have their opponent say the multiplication fact. Before finding another opponent, the two students trade their cards and move on. The activity ends when students have had a chance to subitizing a few different arrays and time is up.
How this supports students learning:
This activity supports students developing a conceptual understanding of math facts by giving them the opportunity to represent multiplication facts pictorially. Using models, students can use various objects and materials that will help them make sense of operations such as array formations.
“Arrays are powerful models for representing multiplication, division, and area. Many objects in real life can be arranged in arrays, and such arrays provide visual, concrete contexts for multiplication and division. The construction and understanding of an array as a model is an important concept for students to develop over time and with experience.” (GEIM., vol.5 pg. 35)
Where to next: once students have mastered arrays, they will be able to break multi-digit factors into smaller parts for easier solutions such as; 14 x 9 = 4 x 9 + 10 x 9. The student can further their understanding of breaking arrays into smaller factors by using base ten blocks to represent larger numbers and breaking them into smaller factors.
Strand: Number Sense & Numeration Strategy: Up Over 10
Adapted from the updated e-text by Alex Lawson, ‘What to Look For’
Materials:
A deck of cards (Only use the 5, 6, 7, 8, & 9s)
Counters
Overview: The goal is to be the player with the most ‘change’ at the end of the game. With 2 or more players, split a deck of cards made up of the numbers 5-9. On each players turn, the player flips over 2 cards. They keep one number whole and decompose the other to make a ten with the number that was kept whole. The remaining amount is ‘change’. The change is the player’s points for that round. Students then take counters for that amount. This helps the students keep track of their score.
How This Supports Student Learning: This game will help solidify the Anchors of 10 and the Up Over 10 strategies. By decomposing one number to create a ten students’ will increase their flexibility with numbers and strengthen their understanding of the part-whole relationship between numbers. As well, the Up Over 10 strategy is a precursor to grasping ‘carrying’ that happens in the standard algorithm for addition.
Where to Next: When students are ready to extend this strategy, make the values of the cards drawn worth ten times the amount, as seen in the video. This will help them use the strategy with bigger numbers.
If your students are grasping the Up Over 10 strategy, encourage them to transfer the skill to Up Over other decade numbers. For example,
27 + 8
=27 + 3 + 5
= 30 + 5
= 35
Want a home extension? Send this link home with students and ask them to play Break Apart!
Playing Math Games lets students actively practice math number strategies and provides teachers with the opportunity to observe, listen to and engage with students while keeping a focus on the math learning goal.
Formative Feedback / Assessment For Learning Feedback
The feedback that we give to students while they play math games would be considered Formative Feedback or Assessment For Learning Feedback (Interchangeable terms). This feedback, based on the evidence we gather from what students say, do and represent, is used to inform teaching and learning with a view to improving learning.(Black & Wiliam, 2009)
Feedback is effective when it helps students move from where they are in their learning to where they desire to be and gives ways to get there. There is a positive impact on the student’s knowledge and skills.
To help us provide feedback to a student in a way that they can receive and use it, consider the following.
Is the feedback: • Specific (It tells the student exactly what about that particular task, performance, or
event was positive, and what about that task, performance, or event needs some
adjustment, or is an opportunity for growth.) • Constructive (It doesn't focus on the individual. It focuses on the task, referring to the learning intentions/goals/success criteria and what is needed to be successful) • Timely (Knowing the best time to provide feedback. Research has shown that feedback is best received by the learner when it is oral and when it happens while the learning is occurring, Visible Learning Feedback, Hattie and Clarke).
“Effective Feedback Matters” from The Learning Exchange for more information on feedback.
During Math Games or other active learning, we can gather even more evidence of learning when we ask questions.
Hattie and Clarke provide teachers with examples. (Questioning by Teachers: Visible Learning Feedback, Page 92) • Tell me/show me what you have learnt so far. • Tell me what you’re going to do first. • What do you mean by…..? (Key question, even if the teacher thinks he/she knows what they mean by it) • Why do you think…? • Give me an example of what you mean. (Key question as often reveals misconceptions) • Can you develop on that? Tell me more… • So why is this one better than that? (Key question if concrete example available) • How can you change this to make it clearer?
Christine Suurtamm shares some reflections on how valuable teacher feedback and assessment practices can be on promoting student thinking and learning.
This focus on attending to student thinking appears in many ways in the mathematics education world. One area of focus is called professional noticing which can be defined as “(a) attending to children’s strategies, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings” (Jacobs, Lamb, & Philipp, 2010, p. 169).
When we observe, listen and ask students questions while they play math games it strengthens our understanding of where each student is on their learning journey. We can then use this insight to provide effective feedback as to what those students need to do in order to close the gap between where they are and the desired learning. These actions make Math Games a valued part of math learning.
In Alex Lawson’s book, What To Look For, a selection of math games are provided. The Guides to Effective Instruction also provide Math games.
The intent of math games is to help students to construct an understanding of the mathematical relationship among numbers. The Math Games allow students the opportunity to practice the strategies found on the Addition and Subtraction Continuum and the Multiplication and Division Continuum.
This active math experience will support students’ efficient and fluent recall of the facts which is foundational to their later success in mathematics in higher grades and with real-life applications.
Choosing Math Games: Being Intentional
Assign games for a specific purpose • Develop a specific strategy • Become proficient with a strategy • Recall facts with automaticity
Be mindful of the student’s interest. When students become bored with a game, • Revise it to be more challenging • Switch to a different game
Intentional Groupings • Pair students who are learning a similar mathematical strategy and are working with the same numbers (Allows for more math talk) • Two player games can also be played by teams. The discussion required “to make a move” promotes math thinking and reasoning
Make Math Games a valued part of the math learning • Avoid using Math Games as “extras” or “time fillers” • Use Math Games to promote effective and efficient use of a strategy • Provide strategic practice time rather than “drills” • Encourages engagement and community building
Teach the Games • Model how the game is played “Teacher vs The Class” • Play the games a few times where the cards can be seen so you can talk about the different strategic actions • Play as teams first to encourage math talk and strategy talk • Time to learn each game will vary
Observe and engage in conversations for assessment • Asking questions • Challenge students to justify strategic actions • Notice and name strategies students are using from the continua • Encourage efficiency
All of these actions are providing students with “in the moment”,” just right” and “actionable feedback”.
Consolidating the learning after Math Games (Very Important!!) • Have students describe and defend strategic moves • Provide examples and counter examples to keep focused on the math thinking and learning • Have students voice what is needed to be successful with the games • Model successful strategies for all students to see and learn from
Multiple opportunities with Math Games is necessary for students to try out new strategies to become more accurate and efficient on their way to being proficient with number operations.
More information is available from Alex Lawson’s book What to Look For, Pages 153-154.
Math Strand: Number Sense and Numeration - Multiplication Math Strategy: Repeated Addition
English:
French:
Materials:
Cuisenaire rods, one die, How Long? How Many? Recording Sheets ( MK12, one for each player) and pencil
Overview:
This activity can be found in the Alex Lawson’s “What To Look For” book on page 186.
The goal is to cover as many squares as possible on the recording sheet. Students will roll a die twice, the first roll tells the length of the Cuisenaire rod and the second roll tells how many of these rods are to be used. The player places the rods on his or her recording sheet to form a rectangle and traces around the outside. The game encourages modelling of groups by representing the array and writing the total number of squares that the rectangle covers. For example, four 3-rods would cover 4 x 3 = 12 squares. The multiplication equation is written inside the array. This allows students to double check their answers and helps reinforce multiplication facts by connecting them to a visual representation.
How this activity supports student learning?
How Long? How Many? helps students develop early multiplication facts. This game supports students understanding of unitizing, which is the idea that objects can be simultaneously viewed as individual objects and as a composite units that can be counted. Throughout the game, students use direct modelling to solve the problems, such as modeling 3 rows of 4, then counting each square. Moving beyond counting by ones, children may begin to rhythmically count the rows or they may repeatedly count groups on their fingers. This will then lead to more efficient strategies such as skip counting or repeated addition.
Where to next?
Adaptation: Depending on the needs of your students, new recording sheets can be created by adding or removing rows or columns of squares.
In the Alex Lawson text, What To Look For there are several other games that can be played to support unitizing on page 185 - 189, such as: • Circles and Stars • Skip-Counting Race • Target 75 • Multiplication Change
Share your classroom experiences with us on Instagram and Twitter at @LKelempro #EngageLK!
Math Game: Multiplication Tic-Tac-Toe (Le Morpion de Multiplication) Math Strategy: Using Familiar Facts Math Strand: Number Sense & Numeration: Multiplication
English:
French:
Overview: The goal of this activity is for students to recognize factors of products in front of them so they can begin to identify them more quickly. However, we cannot ignore the importance of providing students the opportunity to use models to help develop meaning for the symbols in operations and to lessen their abstraction. Therefore, before introducing this type of activity, students should have had many previous opportunities to use various objects and materials to help them make sense of multiplication.
How this activity supports learning: Playing games, like “Tic Tac Toe Multiplication” (Le Morpion de Multiplication), is a great way to support the automatic recall of multiplication facts.
By using a game to reinforce the concept, students will be engaged and this will provide the teacher the opportunity to circulate and have a quick look into where students are having success and what challenges they may be encountering. It also helps us to discover what strategies our students are using and where they are on the continuum of learning. Once we can identify what strategies our students are using, we can help determine a more efficient strategy to help improve that individual's proficiency with multiplication.
Where to next? Remember to include variations of the game to challenge students appropriately and maintain engagement. This will also provide students the opportunity to develop a strong proficiency with a variety of factors and products. As you circulate, join different students games and don’t forget to ask them to explain how they knew their answer. Having students explain their thinking, not only gives us insight into the strategies they used, but also provides a model for others as to different ways to think about the same problem. The more students share ideas and thinking, the more their learning can progress.
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.
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.).
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).
Strand: Number Sense and Numeration, Addition & Multiplication Math Strategy: Using Familiar Facts
Materials: • Triplets deck addition (BLM16 and BLM17) • Triplets deck multiplication (BLM19 and BLM20) (These are located in the Guides to Effective Instruction, Vol. 5) Overview:
Using the addition or multiplication cards provided in the GEIM Volume 5, students can play independently, in groups, or with the whole class. Students will have to match their answer card with the matching fact cards for each set. An example of a triplet would be the three cards: 3+5, 5+3, and 8; or 3 x 6, 6 x 3, and 18. In addition to sorting and matching the cards, you can also play a variation called « Go Fish », where students need 3 cards to make the set.
How this Supports Student Learning:
This game provides students an opportunity to strengthen their understanding of « commutative » property, which stems from the idea of moving stuff around. Addition and multiplication have the property of commutativity. When numbers are added or multiplied, the operation can occur with the values in any order and the same answer will be obtained: 3 + 2 = 5, 2 + 3 = 5; 4 x 6 = 24, 6 x 4 = 24. Subtraction and division are not commutative. Where to next?
Some students immediately see the connection between the commutative property of addition and multiplication. For others, this is something that has to be seen, felt and experienced many times before they believe it. That's okay! This activity provides an opportunity for the learners who need to see the connections to have that time. This property allows students to work with numbers flexibly, as they adjust numbers to make them easier to work with. One option to support students in grasping this concept would be to build arrays for multiplication and represent amounts with manipulatives when adding. Placing the values in the part-whole model would also support students to grasp this property.
Addition: Ten Frame activities in the Guide to Effective Instruction: Number Sense and Numeration K-3 support this thinking (i.e., Ten in the Nest, Ten Frame Cards, etc).
Multiplication: The game Boxed Out could support this thinking.
Game: Boxed Out
Math Strand: Number Sense and Numeration
Math Strategy: Using Familiar Facts
English Video:
French Video:
Purpose:
To create grid arrays for basic multiplication facts.
Task Instruction
· This game is played in partners. Two children share a blank grid.
· The first partner rolls two number dice.
· The numbers that come up are the numbers the child uses to make an array on the grid.
· They can put the array anywhere on the grid, but the goal is to fill up the grid to get it as full as possible.
· After the player draws the array on the grid, she writes in the number sentence that describes the grid. Students record the multiplication fact in two places: once on their side of the calculation board and the other time inside the rectangular array. By writing and recording we hope that this repetition will enhance their memory of these facts to reach the eventual goal of automatic recall.
· The second player then rolls the dice, draws the number grid and records their number sentence.
· As more and more arrays occupy the game board fewer arrangements are possible. When a student cannot create an array they may roll up to three times in a row hoping to roll a multiplication fact that will fit. When they are BOXED OUT the game is finished.
Alternative Goals: Students could try collectively to occupy as much of the game board as possible.
Learning Multiplication Facts:
A knowledge of basic multiplication facts supports students in understanding multiplication concepts, and in carrying out more complex computations with multi-digit multiplication. Students who do not have quick recall of facts often get bogged down and become frustrated when solving a problem. It is important to note that recall of multiplication facts does not necessarily indicate an understanding of multiplication concepts. For example, a student may have memorized the fact 5 × 6 = 30 but cannot create their own multiplication problem requiring the multiplication of five times six.
The use of models and thinking strategies helps students to develop knowledge of basic facts in a meaningful way.
Where to Next?
Creating arrays of larger numbers to model partial products.
Consider the following problem.
“Amy’s uncle has a large stamp collection. Her uncle displayed all his stamps from Australia on a large sheet of paper. Amy noticed that there were 8 rows of stamps with 12 stamps in each row. How many Australian stamps are there?”
To solve this problem, students might arrange square tiles in an array, and use various strategies to determine the number of tiles. For example, they might count the tiles individually, skip count groups of tiles, add 8 twelve times, or add 12 eight times. Students might also observe that the array can be split into two parts: an 8 × 10 part and an 8 × 2 part. In doing so, they decompose 8 × 12 into two multiplication expressions that are easier to solve, and then add the partial products to determine the product for
8 × 12
8 × 10 = 80
8 × 2 = 16
80+16 = 96
Printing these game boards out on 11 X 17 card-stock and then laminating them is helpful to provide many opportunities for students to reinforcing these facts. Playing this game at home will also provide an enjoyable way for parents and guardians to support their children.
Game: Concentrating on Doubles
Strand: Number Sense and Numeration, Addition and beginning Multiplication
Math strategy: Doubling
Materials:
Concentrating on Doubles cards ( BLM8 GEIM vol 5) 1 or 2 sets for each pair
Overview:
Students can play in pairs or small groups. Similar to 'memory' or other concentration games, students place all of the cards face down and spread out on a desk or floor. Each player takes a turn, by turning up two cards at a time. The goal of the game is to match the doubles number expression with the correct sum card. If a match is found, the player keeps the cards. If a match is not found, then the cards are turned over in the same place, and it is the next player's turn. The player with the most matches wins.
*a variation on this would be to have students play individually with a timer to see how many matches he/she can find in a set amount of time.
How this supports Student Learning:
This game provides opportunities for students to strengthen their doubles facts. Students are often able to learn certain number facts, such as doubles (e.g., 3+3 , 5+5) before others, and will use these known facts to derive answers for unknown facts (3+4 is related to 3+3 and 5+6 is related to 5+5).
There are only ten double facts. Students can practice learning facts by playing games such as concentrating on doubles, which will lead them to the learn the two times tables. The two times tables should be linked to student's prior knowledge about the addition of doubles.
Where to next?:
This strategy is particularly helpful because students who know their two times table well can relate these facts to the three times table. If 2 x 4 is 8, then 3 x 4 is 8 plus one more group of 4.
They will see connections to everyday items when they think about doubles:
When students know the double facts (two times tables), they can apply this knowledge to the four times table by simply doubling the product.
Another way to help students learn doubles is by models. This helps students make connections between the models, the symbols, and the words. The emphasis is on understanding the concept and accessing the strategies for computations with multiplication.
Games to support where to next:
Over-Easy Doubles GEIM Vol.5, pg. 73 (BLM10)
Snappy Doubles GEIM Vol.5, pg. 75 (BLM12)
Find a Friendly Neighbour GEIM Vol. 5, pg 75 (BLM13)
Spinning for Near-doubles GEIM Vol.5 pg 76 (BLM14)
Math Game: Last One to School
Strand: Number Sense and Numeration - Multiplication
Strategy: Doubling
This game is from the Number Sense and Numeration Guide to Effective Instruction K-3
Materials
• Last One to School game sheet (BLM11)
• 10 counters per player
• 1 ten-sided number cube (or a spinner on BLM4)
-recording sheet or whiteboard with dry erase marker
Overview:
Students spin and record the double of that number removing a counter from the gameboard with that double.
How this supports student learning:
Learning their doubles is the pre-cursor to multiplying by 2. A strong knowledge of doubles will help support decomposing other facts into partial products and doubling these. For example; to help solve 6 X 4 a student may use their knowledge that double 6 is 12 (2 X 6 = 12) and then double 12 is 24 to get the answer to 6 X 4=24 because 6 X 4 can be decomposed to 6 X 2 + 6 X 2.
Instructions:
Work with a partner. Each player takes 10 counters and places one inside each house on his or her side of the game sheet.
Once the counters have been placed, player 1 rolls the number cube (or spins) and says what the number would be when doubled. If that number house has a counter in it, the counter is moved to the centre of the game sheet in the “Last One to School” box.
If a player rolls a number that has previously been rolled and the house is empty, that player misses his or her turn.
Player 2 then rolls the number cube (or spins), doubles the number rolled, takes the counter from that numbered house, and places it in the centre of the game board. The game continues until one player has successfully moved all his or her counters from the houses and sent all the students off to school.
Where to Next?
Once students are in grade 2 the multiplication symbol is introduced. Students can also record the multiplication fact which reflects the same addition fact. E.g. 6 + 6 = 12 and 6 X 2 = 12
Playing a variety of games with doubling will help solidify this essential skill to develop multiplicative thinking.
Fill the Tower - Use square tiles or linking cubes, take turns building towers on a game board (MK5). The towers are constructed by adding the number of tiles or cubes that have been rolled on the die. Play close attention to building the towers to the correct height. The game ends when one player successfully fills all the towers on his or her gameboard.
How this Supports Learning:
These games promote components of counting and the strategy of subitizing. There are three components of counting that children must learn in order to count accurately: one-to-one pointing (pointing at or touching each object that is being counted only once), the correct counting sequence (the sequence of number words you use to count 1,2,3,4,5,…), and coordinating (assigning a count to each object as you point at or touch it). As children learn to count accurately, they may have difficulty with any one, or all of these components. Counting accurately requires a great deal of time and many opportunities to count and to count for a purpose.
Overview of Games to support these strategies: What to Look For, pages 158-161
Where to next?
Once students have developed confidence with counting and subitizing they should move towards using the counting on strategy, which is when the student hold one of the numbers from an equation in their heads and continues to count on until they have counted as many as the second number. Games and activities to promote the Counting On Strategy can be found in the book What to Look For on page 162.
Fifty Chips- The object of the game is to be the first player to fill all 50 squares on the game board(MK4). Players take turns rolling the die, then puts that number of chips on their game board, one per square. The game ends when one player successfully fills all squares on his or her game board; or, when played cooperatively, when all game boards are filled. This game can be played as early as Kindergarten, but you may consider using game boards with only 20 or 30 squares, then giving each child 20 or 30 chips.
How this Supports Learning:
These games promote components of counting and the strategy of subitizing. There are three components of counting that children must learn in order to count accurately: one-to-one pointing (pointing at or touching each object that is being counted only once), the correct counting sequence (the sequence of number words you use to count 1,2,3,4,5,…), and coordinating (assigning a count to each object as you point at or touch it). As children learn to count accurately, they may have difficulty with any one, or all of these components. Counting accurately requires a great deal of time and many opportunities to count and to count for a purpose.
Overview of Games to support these strategies: What to Look For, pages 158-161
Where to next?
Once students have developed confidence with counting and subitizing they should move towards using the counting on strategy, which is when the student hold one of the numbers from an equation in their heads and continues to count on until they have counted as many as the second number. Games and activities to promote the Counting On Strategy can be found in the book What to Look For on page 162.
Tug of War- Using the Tug of War game board, roll the dice and "tug" the game piece to your side by moving it the number of places you rolled. Take turns "tugging" the game piece. The winner is declared when one player successfully moves the game piece to their side…winning the tug of war
How this Supports Learning:
These games promote components of counting and the strategy of subitizing. There are three components of counting that children must learn in order to count accurately: one-to-one pointing (pointing at or touching each object that is being counted only once), the correct counting sequence (the sequence of number words you use to count 1,2,3,4,5,…), and coordinating (assigning a count to each object as you point at or touch it). As children learn to count accurately, they may have difficulty with any one, or all of these components. Counting accurately requires a great deal of time and many opportunities to count and to count for a purpose.
Overview of Games to support these strategies: What to Look For, pages 158-161
Where to next?
Once students have developed confidence with counting and subitizing they should move towards using the counting on strategy, which is when the student hold one of the numbers from an equation in their heads and continues to count on until they have counted as many as the second number. Games and activities to promote the Counting On Strategy can be found in the book What to Look For on page 162.
Dot Bingo - In this whole class or small group game, students play bingo using cards that represent numbers 1-6 in a variety of ways (Numerals, dots, fingers, etc.). Games cards need to be constructed using the "What to Look For" Masters MK1 MK2. Game can easily be adapted for larger numbers, decimals. Let's play BINGO!
How this Supports Learning:
These games promote components of counting and the strategy of subitizing. There are three components of counting that children must learn in order to count accurately: one-to-one pointing (pointing at or touching each object that is being counted only once), the correct counting sequence (the sequence of number words you use to count 1,2,3,4,5,…), and coordinating (assigning a count to each object as you point at or touch it). As children learn to count accurately, they may have difficulty with any one, or all of these components. Counting accurately requires a great deal of time and many opportunities to count and to count for a purpose.
Overview of Games to support these strategies: What to Look For, pages 158-161
Where to next?
Once students have developed confidence with counting and subitizing they should move towards using the counting on strategy, which is when the student hold one of the numbers from an equation in their heads and continues to count on until they have counted as many as the second number. Games and activities to promote the Counting On Strategy can be found in the book What to Look For on page 162.
