Math Games: Skill-Based Practice for Second Grade [1 ed.] 9781425896102, 9781425812898

Citation preview

2 Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

Authors Ted H. Hull, Ed.D. Ruth Harbin Miles, Ed.S. Don S. Balka, Ph.D.

Consultant

Publishing Credits

Don W. Scheuer, Jr., M.S.Ed. Mathematics Specialist The Haverford School (ret.)

Robin Erickson, Production Director; Lee Aucoin, Creative Director; Tim J. Bradley, Illustration Manager; Sara Johnson, M.S.Ed., Editorial Director; Maribel Rendón, M.A.Ed., Editor; Jennifer Viñas, Editor; Grace Alba, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits All images Shutterstock

Standards © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System.  World-Class Instructional Design and Assessment (WIDA).  For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us. © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-1289-8 © 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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Table of Contents Introduction Importance of Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Mathematical Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Games vs. Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Correlation to the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Math Games Domain: Operations and Algebraic Thinking Subtract Down. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Slap Jack Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 In the Dog House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Fact Football: Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Race Track: Subtraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Domain: Number and Operations in Base Ten Alligator Eats. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Luck of the Draw. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Number Neighborhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Base 10 Exchange. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Around the Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Sunken Treasure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Expanded Form Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Shortstop Subtraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

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Table of Contents Domain: Measurement and Data Journey to the Core. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Money Match. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Time for Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Domain: Geometry Angle Count. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Equal Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Appendices Appendix A: References Cited and Accessing the Digital Resources . . . 154 Appendix B: Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

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Introduction

Importance of Games Students learn from play. Play begins when we are infants and continues through adulthood. Games are motivational and educational (Hull, Harbin Miles, and Balka 2013; Burns 2009). They can assist and encourage students to operate as learning communities by requiring students to work together by following rules and being respectful. Games also foster students’ thinking and reasoning since students formulate winning strategies. They provide much more sustained practices than do worksheets, and students are more motivated to be accurate. Worksheets may provide 20 to 30 opportunities for students to practice a skill, while games far exceed such prescribed practice opportunities. Lastly, games provide immediate feedback to students concerning their abilities. Games must be part of the overall instructional approach that teachers use because successful learning requires active student engagement (Hull, Harbin Miles, and Balka 2013; National Research Council 2004), and games provide students with the motivation and interest to become highly engaged. Instructional routines need balance between concept development and skill development. They must also balance teacher-led and teacherfacilitated lessons. Students need time to work independently and collaboratively in order to assimilate information, and games can help support this.

When games are used appropriately, students also learn mathematical concepts.

Mathematical Learning Students must learn mathematics with understanding (NCTM 2000). Understanding means that students know the relationship between mathematical concepts and mathematical skills—mathematical procedures and algorithms work because of the underlying mathematical concepts. In addition, skill proficiency allows students to explore more rigorous mathematical concepts. From this relationship, it is clear that a balance between skill development and conceptual development must exist. There cannot be an emphasis of one over the other. The National Council of Teachers of Mathematics (2000) and the National Research Council (2001) reinforce this idea. Both organizations state that learning mathematics requires both conceptual understanding and procedural fluency. This means that students need to practice procedures as well as develop their understanding of mathematical concepts in order to achieve success. The games presented in this book reinforce skill‑based practice and support students’ development of proficiency. These games can also be used as a springboard for discourse about mathematical concepts. The counterpart to this resource is Math Games: Getting to the Core of Conceptual Understanding, which builds students’ conceptual understanding of mathematics through games.

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Introduction

Importance of Games (cont.) The Common Core State Standards for Mathematics (2010) advocate a balanced mathematics curriculum by focusing standards both on mathematical concepts and skills. This is also stressed in the Standards for Mathematical Practice, which discuss the process of “doing” mathematics and the habits of mind students need to possess in order to be successful. The Standards for Mathematical Practice also focus on the activities that foster thinking and reasoning in which students need to be involved while learning mathematics. Games are an easy way to initiate students in the development of many of the practices. Each game clearly identifies a Common Core domain, a standard, and a skill, and allows students to practice them in a fun and meaningful way.

Games vs. Worksheets In all likelihood, many mathematics lessons are skill related and are taught and practiced through worksheets. Worksheets heavily dominate elementary mathematics instruction. They are not without value, but they often command too much time in instruction. While students need to practice skills and procedures, the way to practice these skills should be broadened. Worksheets generally don’t promote thinking and reasoning. They become so mechanical that students cease thinking. They are lulled into a feeling that completing is the goal. This sense of “just completing” is not what the Common Core Standards for Mathematical Practice mean when they encourage students to “persevere in solving problems.”

Students need to be actively engaged in learning.

Students need to be actively engaged in learning. While worksheets do serve a limited purpose in skill practice, they also contain many potential difficulties. Problems that can occur include the following: ‚ Worksheets are often completed in isolation, meaning that students who are performing a skill incorrectly most likely practice the skill incorrectly for the entire worksheet. The misunderstanding may not be immediately discovered, and in fact, will most likely not be discovered for several days! ‚ Worksheets are often boring to students. Learning a skill correctly is not the students’ goal. Their goal becomes to finish the worksheet. As a result, careless errors are often made, and again, these errors may not be immediately discovered or corrected.

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Introduction

Importance of Games (cont.) ‚ Worksheets are often viewed as a form of subtle punishment. While perhaps not obvious, the perceived punishment is there. Students who have mastered the skill and can complete the worksheet correctly are frequently “rewarded” for their efforts with another worksheet while they wait for their classmates to finish. At the same time, students who have not mastered the skill and do not finish the worksheet on time are “rewarded” with the requirement to take the worksheet home to complete, or they finish during another portion of the day, often recess or lunch. ‚ Worksheets provide little motivation to learn a skill correctly. There is no immediate correction for mistakes, and often, students do not really care if a mistake is made. When a game is involved, students want and need to get correct answers. The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, demand this approach change. These are the reasons teachers and teacher leaders must consciously support the idea of using games to support skill development in mathematics.

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How to Use This Book

How to Use This Book There are many ways to effectively utilize this book. Teachers, mathematics leaders, and parents may use this book to engage students in fun, meaningful, practical mathematics learning. These games can be used as a way to help students maintain skill proficiency or remind them of particular skills prior to a critical concept lesson. These games may also be useful during tutorial sessions, or during class when students have completed their work.

Games at Home Parents may use these games to work with their child to learn important skills. The games also provide easier ways for parents to interest their child in learning mathematics rather than simply memorizing facts. In many cases, their child is more interested in listening to explanations than correcting their errors. Parents want to help their children succeed in school, yet they may dread the frequently unpleasant encounters created by completing mathematics worksheets at home. Families can easily use the games in this book by assuming the role of one of the players. At other times, parents provide support and encouragement as their child engages in the game. In either situation, parents are able to work with their children in a way that is fun, educational, and informative.

Games in the Classroom During game play, teachers are provided excellent opportunities to assess students’ abilities and current skill development. Students are normally doing their best and drawing upon their current understanding and ability to play the games, so teachers see an accurate picture of student learning. Some monitoring ideas for teacher assessment include: ‚ Move about the room listening and observing ‚ Ask student pairs to explain what they are doing ‚ Ask the entire class about the game procedures after play ‚ Play the game against the class ‚ Draw a small group of students together for closer supervision ‚ Gather game sheets to analyze students’ proficiencies Ongoing formative assessment and timely intervention are cornerstones of effective classroom instruction. Teachers need to use every available opportunity to make student thinking visible and to respond wisely to what students’ visible thinking reveals. Games are an invaluable instructional tool that teachers need to effectively use.

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How to Use This Book

How to Use This Book (cont.) Students are able to work collaboratively during game play, thus promoting student discourse and deeper learning. The games can also be used to reduce the amount of time students spend completing worksheets. Each game in this book is based upon a common format. This format is designed to assist teachers in understanding how the game activities are played and which standards and mathematical skills students will be practicing. Domain The domain that students will practice is noted at the beginning of each lesson. Each of the four domains addressed in this series has its own icon. Numb er and Opera tions in Base Ten

Number Neigh borhood Domain

Standards One or more Common Core State Standards will state the specific skills that students will practice during game play.

Number and Operations in Base Ten

• Copy and cut out the Number Neig hborhood Game Board and three sets of the Befo re or After Cards for each g roup of players.

Standard Read and write numbers to 1,000 base -ten nume using rals, number names, and expanded form.

• Copy and cut out a Numbe r Neighborhood Game Marker for eac h player. • Collect on e number cube, an individual w hiteboard, and a dry- erase marker for each group of players.

Number of Pla yers

2 to 4 Players

Materials • Number Neig hborhood Gam e Board (pages 89–9 1) • Before or After Cards (page 92) • Number Neig hborhood Gam e Markers (page 93) • number cu bes

Game Directio ns

1 Distribute materials to playe rs. 2 Players take turns rolling the number cube to decide who goes first. The player who roll s the lower numbe r is Player 1.

• individual whiteboards • dry-erase markers

3

Number of Players The number of players varies for each game. Some may include whole-group game play, while others may call for different-size groups.

Get Prepared! Everything a teacher needs to be prepared for game play is noted in the Get Prepared! section. This includes how many copies are needed as well as other tasks that need to be completed with the materials.

Players place th eir game markers on the “Start” square.

Game Directions The directions allow for step-by-step guidance on how to easily implement each game.

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th Games: Skill-B ased

Practi ce

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All game resources can be found in the Digital Resources. (For a complete list of the files, see pages 155–156).

Materials A materials list is provided for each game to notify the teacher what to have available in order to play the games.

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How to Use This Book

How to Use This Book (cont.) Many games include materials such as game boards, activity cards, and score cards. You may wish to laminate materials for durability. Game Boards Some game boards spread across multiple book pages in order to make them larger for game play. When this is the case, cut out each part of the game board and tape them together. Once you cut them apart and tape them together, you may wish to glue them to a large sheet of construction paper and laminate them for durability. Activity Cards Some games include activity cards. Once you cut them apart, you may wish to laminate them for durability.

Start Finish

423

685

372

19 8

777

373

513

686

615

887

9 84

430

270

359

235

115

356

602

882

9 51

634

229

413

392

179

Number and Operations in Base Ten

Before or Aft

er Cards

Directions: Copy and cut group of play out three sets ers. of cards for

Before

After

Before

Before 92

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each

After

After

Games: Skill-Ba sed Practice for Second Grade © Shell Educati on

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Correlation to the Standards

Correlation to the Standards Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces.

How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450.

Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre–K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.

Common Core State Standards Many games in this book are aligned to the Common Core State Standards. The standards support the objectives presented throughout the lessons and are provided in the Digital Resources (standards.pdf).

TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. The standards listed in the Digital Resources (standards.pdf) support the language objectives presented throughout the lessons.

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Correlation to the Standards

Standards Correlation Chart

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Standard

Game(s)

2.OA.B.2— Fluently add and subtract within 20, using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Subtract Down (p. 16); Slap Jack Facts (p. 19); In the Dog House (p. 37); Fact Football: Addition (p. 42); Race Track: Subtraction (p. 57)

2.NBT.A.1—Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones).

Base 10 Exchange (p. 94); Expanded Form Bingo (p. 114)

2.NBT.A.1.a— Understand the following as a special case: 100 can be thought of as a bundle of 10 tens—called a “hundred.”

Base 10 Exchange (p. 94)

2.NBT.A.1.b— Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, and nine hundreds, respectively (and 0 tens and 0 ones).

Expanded Form Bingo (p. 114)

2.NBT.A.2—Count within 1,000; skip-count by 5s, 10s, and 100s.

Sunken Treasure (p. 109)

2.NBT.A.3—Read and write numbers to 1,000 using baseten numerals, number names, and expanded form.

Number Neighborhood (p. 87); Around the Track (p. 100); Sunken Treasure (p. 109)

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Correlation to the Standards

Standards Correlation Chart (cont.) Standard

Game(s)

2.NBT.A.4—Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparisons.

Alligator Eats (p. 76)

2.NBT.B.5—Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Luck of the Draw (p. 83); Shortstop Subtraction (p. 121)

2.NBT.B.6—Add up to four two-digit numbers using strategies based on place value and properties of operations.

Luck of the Draw (p. 83)

2.MD.A.1—Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Journey to the Core (p. 125)

2.MD.C.7—Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Time for Time (p. 138)

2.MD.C.8—Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Money Match (p. 133)

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Correlation to the Standards

Standards Correlation Chart (cont.) Standard

14

Game(s)

2.G.A.1—Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Angle Count (p. 144)

2.G.A.3—Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Equal Sizes (p. 149)

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About the Authors

About the Authors Ted H. Hull, Ed.D., served in public education for 32 years as a mathematics teacher, a K–12 mathematics coordinator, a school principal, director of curriculum and instruction, and project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, he directed the research project “Transforming Schools: Moving from Low‑Achieving to High Performing Learning Communities.” After retiring, Ted opened LCM: Leadership • Coaching • Mathematics with his coauthors and colleagues. Ted has coauthored numerous books addressing mathematics improvement and has served as the Regional Director for the National Council of Supervisors of Mathematics (NCSM).

Ruth Harbin Miles, Ed.S., currently coaches inner‑city, rural, and suburban mathematics teachers and serves on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics and Virginia’s Council of Mathematics Teachers. Her professional experiences include coordinating the K–12 Mathematics Department for Olathe, Kansas Schools and adjunct teaching for Mary Baldwin College and James Madison University in Virginia. A coauthor of four books on transforming teacher practice through team leadership, mathematics coaching, and visible student thinking and co‑owner of Happy Mountain Learning, Ruth’s specialty and passion include developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.

Don S. Balka, Ph.D., a former middle school and high school mathematics teacher, is Professor Emeritus in the Mathematics Department at Saint Mary’s College in Notre Dame, Indiana. Don has presented at over 2,000 workshops, conferences, and in-service trainings throughout the United States and has authored or coauthored over 30 books on mathematics improvement. Don has served as director for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, TODOS: Mathematics for All, and the School Science and Mathematics Association. He is currently president of TODOS and past president of the School Science and Mathematics Association.

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Operations and Algebraic Thinking

Subtract Down Domain Operations and Algebraic Thinking

Standard Fluently add and subtract within 20, using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

• Copy the Subtract Down Recording Sheet for each player. • Collect a number cube for each pair of players. • Collect scratch paper for each player.

Game Directions Number of Players 2 Players

Materials • Subtract Down Recording Sheet (page 18) • number cubes • scratch paper

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1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the higher number is Player 1.

3 Player 1 rolls the number

cube. He or she writes down the number in the first row of the Game 1 column on the Subtract Down Recording Sheet. Player 1 subtracts the number from 20, writes down the answer, and records the difference in the first space of the second row of the Game 1 column.

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Operations and Algebraic Thinking

Subtract Down 4 Player 2 repeats step 3. 5 Player 1 rolls the number cube

again. He or she subtracts the number from the difference in the second row of the Game 1 column. Player 1 records the new difference in the third row of the Game 1 column.

(cont.)

6 Players continue to take turns

rolling the number cube and subtracting. The first player to get a difference of exactly 0 wins the game. If a player cannot subtract the number on the cube from the previous difference to get 0, he or she cannot take any action. The player must try again on his or her next turn.

7 Players continue playing for up to four games.

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18

Game 2

Game 3

Game 4

#51289—Math Games: Skill-Based Practice for Second Grade

____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

20 – ____ = ____ 20 – ____ = ____ 20 – ____ = ____ 20 – ____ = ____

Game 1

Operations and Algebraic Thinking

Name:____________________________________________  Date:_______________________

Subtract Down Recording Sheet

Directions: Start at 20. Roll a number cube. Subtract the number from 20 to find the difference. Then, record the answer and write it down on the first space of the next row.

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Operations and Algebraic Thinking

Slap Jack Facts Domain Operations and Algebraic Thinking

Standard Fluently add and subtract within 20, using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Number of Players 3 Players

Materials • Slap Jack Facts Flashcards (pages 21–36) • number cubes

• Copy and cut out several sets of Slap Jack Facts Flashcards. • Divide the cards so that each group has 20– 30 cards. • Collect a number cube for each group of players

Game Directions

1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the highest number is Player 1.

3 Player 1 is the dealer for the first round.

4 The dealer begins the round

by saying, “Ready.” He or she turns over the top flashcard.

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Operations and Algebraic Thinking

Slap Jack Facts 5 The players call out the answer

to the fact on the card and then tap the top of the desk or table. The first player to say the correct answer and tap the desk gets to keep the card and places it in his or her winning pile.

(cont.)

7 If a round results in a tie, the

dealer places the flashcard at the bottom of the deck and turns over a new flashcard.

8 Play continues until all cards have

been awarded. The player with the most flashcards wins the game.

6 The dealer passes the deck to the player on his or her left, and the next round begins.

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

Directions: Copy and cut out 20–30 cards for each group of players.

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0+1

0+2

0+3

0+4

0+5

0+6

0+7

0+8

0+9

0 + 10

1+0

1+1

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

22

(cont.)

1+2

1+3

1+4

1+5

1+6

1+7

1+8

1+9

1 + 10

2+0

2+1

2+2

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

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(cont.)

2+3

2+4

2+5

2+6

2+7

2+8

2+9

2 + 10

3+0

3+1

3+2

3+3

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

24

(cont.)

3+4

3+5

3+6

3+7

3+8

3+9

3 + 10

4+0

4+1

4+2

4+3

4+4

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

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(cont.)

4+5

4+6

4+7

4+8

4+9

4 + 10

5+0

5+1

5+2

5+3

5+4

5+5

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

26

(cont.)

5+6

5+7

5+8

5+9

5 + 10

6+0

6+1

6+2

6+3

6+4

6+5

6+6

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

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(cont.)

6+7

6+8

6+9

7+0

7+1

7+2

7+3

7+4

7+5

7+6

7+7

7+8

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Operations and Algebraic Thinking

Slap Jack Facts Flashcards

28

(cont.)

7+9

7 + 10

8+0

8+1

8+2

8+3

8+4

8+5

8+6

8+7

8+8

8+9

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

© Shell Education

(cont.)

8 + 10

9+0

9+1

9+2

9+3

9+4

9+5

9+6

9+7

9+8

9+9

9 + 10

#51289—Math Games: Skill-Based Practice

29

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

30

(cont.)

10 + 0

10 + 1

10 + 2

10 + 3

10 + 4

10 + 5

10 + 6

10 + 7

10 + 8

10 + 9

10 + 10

6 + 10

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

© Shell Education

(cont.)

10 – 0

10 – 1

10 – 2

10 – 3

10 – 4

10 – 5

10 – 6

10 – 7

10 – 8

10 – 9

10 – 10

9–0

#51289—Math Games: Skill-Based Practice

31

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

32

(cont.)

9–1

9–2

9–3

9–4

9–5

9–6

9–7

9–8

9–9

8–0

8–1

8–2

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

© Shell Education

(cont.)

8–3

8–4

8–5

8–6

8–7

8–8

7–0

7–1

7–2

7–3

7–4

7–5

#51289—Math Games: Skill-Based Practice

33

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

34

(cont.)

7–6

7–7

6–0

6–1

6–2

6–3

6–4

6–5

6–6

5–0

5–1

5–2

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

© Shell Education

(cont.)

5–3

5–4

5–5

4–0

4–1

4–2

4–3

4–4

3–0

3–1

3–2

3–3

#51289—Math Games: Skill-Based Practice

35

Operations and Algebraic Thinking

Slap Jack Facts Flashcards

36

(cont.)

2–0

2–1

2–2

1–0

1–1

0–0

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

In the Dog House Domain Operations and Algebraic Thinking

Standard Fluently add and subtract within 20, using mental strategies. By the end of Grade 2, know from memory all sums of two one‑digit numbers.

• Copy and cut out four sets of the In the Dog House Game Cards for each pair of players. • Copy the In the Dog House Game Sheet for each pair of players. • Place each set of cards in a plastic bag.

Number of Players

• Collect a number cube for each pair of players.

2 Players

Materials • In the Dog House Game Cards (pages 39–40) • In the Dog House Game Sheet (page 41) • plastic bags • colored markers • number cubes

© Shell Education

Game Directions

1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the lower number is Player 1.

3 Player 1 shuffles the In the

Dog House Game Cards and deals 20 cards facedown to each player.

#51289—Math Games: Skill-Based Practice

37

Operations and Algebraic Thinking

In the Dog House 4 At the same time, both players turn over two cards from their piles. They use mental math to add the numbers.

5

38

The player with the sum closer to 20 wins the round. On the In the Dog House Game Sheet, the losing player traces one of the five line segments on the first dog house with a colored marker. Players place their cards in a discard pile.

#51289—Math Games: Skill-Based Practice

(cont.)

6 In the event of a tie, each player

turns over two more cards and finds the sum of the two numbers.

7 The first player to completely

trace the dog house is “in the dog house,” and the other player wins the round.

8 Game play ends after players play three rounds, one for each pair of dog houses on the game sheet.

Alternate Directions: As an extension, players can use subtraction to find the difference between the numbers on two cards. The player with the greater difference wins the round.

© Shell Education

Operations and Algebraic Thinking

In the Dog House Game Cards

Directions: Copy and cut out four sets of cards for each pair of players.

© Shell Education

1

2

3

4

5

6 #51289—Math Games: Skill-Based Practice

39

Operations and Algebraic Thinking

In the Dog House Game Cards

40

(cont.)

7

8

9

10

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Name:____________________________________________  Date:_______________________

In the Dog House Game Sheet

Directions: Trace a line segment if you lose a round.

Player 1

© Shell Education

Player 2

#51289—Math Games: Skill-Based Practice

41

Operations and Algebraic Thinking

Fact Football: Addition Domain Operations and Algebraic Thinking

Standard Fluently add and subtract within 20, using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Number of Players

• Copy and cut out the Fact Football: Addition Cards, the Fact Football: Addition Game Board, and the Fact Football Score Sheet for each group of players. • Copy and cut out the Football Game Markers for every two players. • Collect a number cube and coloring supplies for each group of players.

4 Players

Materials

Game Directions

• Fact Football: Addition Cards (pages 44–53)

1 Divide group into teams of

• Fact Football: Addition Game Board (pages 54–55)

2 Distribute materials to players.

• Fact Football Score Sheet (page 56) • Football Game Markers (page 56) • coloring supplies • number cubes

two players.

Direct players to color their Football Game Marker in a way that is unique and can be easily distinguished from their opponent’s game marker.

3 Teams take turns rolling the

number cube to decide who goes first. The team who rolls the higher number is Team 1.

42

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition 4 One player shuffles the Fact

Football: Addition Cards and places them facedown on the playing area between the two teams. Teams give themselves names and write the names in their end zones on the Fact Football: Addition Game Board.

5 Players place their footballs on the

20-yard line farthest from their end zones on the game board.

(cont.)

6 Team 1 takes the top card from the deck and answers the fact.

7 If the sum is correct, Team 1

moves its game marker 10 yards up on the game board. If the sum is incorrect, Team 1 moves its game marker back 10 yards for a penalty.

8 Team 2 repeats steps 6 and 7. 9 When a team reaches its end

zone, a touchdown is called. The team earns six points, which is recorded on their Fact Football Score Sheet.

The team with the higher score 0 at the end of playing time wins the game.

© Shell Education

#51289—Math Games: Skill-Based Practice

43

Operations and Algebraic Thinking

Fact Football: Addition Cards

Directions: Copy and cut out the cards for each group of players.

44

0+1=

0+2=

0+3=

0+4=

0+5=

0+6=

0+7=

0+8=

0+9=

0 + 10 =

1+0=

1+1=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Cards

(cont.)

1+2=

1+3=

1+4=

1+5=

1+6=

1+7=

1+8=

1+9=

1 + 10 =

2+0=

2+1=

2+2=

© Shell Education

#51289—Math Games: Skill-Based Practice

45

Operations and Algebraic Thinking

Fact Football: Addition Cards

46

(cont.)

2+3=

2+4=

2+5=

2+6=

2+7=

2+8=

2+9=

2 + 10 =

3+0=

3+1=

3+2=

3+3=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Cards

(cont.)

3+4=

3+5=

3+6=

3+7=

3+8=

3+9=

3 + 10 =

4+0=

4+1=

4+2=

4+3=

4+4=

© Shell Education

#51289—Math Games: Skill-Based Practice

47

Operations and Algebraic Thinking

Fact Football: Addition Cards

48

(cont.)

4+5=

4+6=

4+7=

4+8=

4+9=

4 + 10 =

5+0=

5+1=

5+2=

5+3=

5+4=

5+5=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Cards

(cont.)

5+6=

5+7=

5+8=

5+9=

5 + 10 =

6+0=

6+1=

6+2 =

6+3=

6+4=

6+5=

6+6=

© Shell Education

#51289—Math Games: Skill-Based Practice

49

Operations and Algebraic Thinking

Fact Football: Addition Cards

50

(cont.)

6+7=

6+8=

6+9=

6 + 10 =

7+0=

7+1=

7+2=

7+3=

7+4=

7+5=

7+6=

7+7=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Cards

(cont.)

7+8=

7+9=

7 + 10 =

8+0=

8+1=

8+2=

8+3=

8+4=

8+5=

8+6=

8+7=

8+8=

© Shell Education

#51289—Math Games: Skill-Based Practice

51

Operations and Algebraic Thinking

Fact Football: Addition Cards

52

(cont.)

8+9=

8 + 10 =

9+0=

9+1=

9+2=

9+3=

9+4=

9+5=

9+6=

9+7=

9+8=

9+9=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Cards

(cont.)

9 + 10 =

10 + 0 =

10 + 1 =

10 + 2 =

10 + 3 =

10 + 4 =

10 + 5 =

10 + 6 =

10 + 7 =

10 + 8 =

10 + 9 =

6 +10 =

© Shell Education

#51289—Math Games: Skill-Based Practice

53

Operations and Algebraic Thinking

Fact Football: Addition Game Board

TEAM _________

Directions: Copy and cut out the game board. Tape it to the game board on page 55.

54

#51289—Math Games: Skill-Based Practice

FAC FOOTB © Shell Education

Operations and Algebraic Thinking

Fact Football: Addition Game Board

(cont.)

© Shell Education

TEAM _________

tape here

FACT OTBALL

#51289—Math Games: Skill-Based Practice

55

Operations and Algebraic Thinking

Name:____________________________________________  Date:_______________________

Fact Football Score Sheet

Directions: Record your points on the score sheet. Team ________________________

Team ________________________

Score:

Score:

Final Score:

Final Score:

Football Game Markers

56

#51289—Math Games: Skill-Based Practice for Second Grade

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Domain Operations and Algebraic Thinking

Standard Fluently add and subtract within 20, using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

• Copy and cut out the Race Track: Subtraction Cards, the Race Track Game Markers, and the Race Track: Subtraction Game Board for each pair of players. • Collect coloring supplies and a number cube for each pair of players.

Number of Players 2 Players

Materials • Race Track: Subtraction Cards (pages 59–72) • Race Track: Subtraction Game Board (pages 73–74) • Race Track Game Markers (page 75) • coloring supplies • number cubes

Game Directions

1 Distribute materials to players. 2 Players color their Race Track Game Markers in a way that is unique and can be easily distinguished from their opponent’s marker.

3 Players take turns rolling the

number cube to decide who goes first. The player who rolls the lower number is Player 1.

© Shell Education

#51289—Math Games: Skill-Based Practice

57

Operations and Algebraic Thinking

Race Track: Subtraction 4 Players place their game markers

on their “Start” space on the Race Track: Subtraction Game Board. Players shuffle the cards and place them facedown.

5 Player 1 takes the top card

from the deck and solves the subtraction fact. If the difference is correct, Player 1 moves his or her game marker one space on the game sheet. If the difference is incorrect, Player 1 moves the game marker one space backward. If a player draws a “direction” card, he or she follows the direction for the indicated move.

58

#51289—Math Games: Skill-Based Practice

(cont.)

6 Player 2 repeats step 5. 7 Players take turns drawing cards, subtracting, and moving toward their end of the Race Track: Subtraction Game Board.

8 The first player to reach “Finish” wins the game.

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

Directions: Copy and cut out the cards for each pair of players.

1–0=

2–0=

3–0=

4–0=

5–0=

6–0=

7–0=

8–0=

9–0=

10 – 0 =

1–1=

2–1=

© Shell Education

#51289—Math Games: Skill-Based Practice

59

Operations and Algebraic Thinking

Race Track: Subtraction Cards

60

(cont.)

3–1=

4–1=

5–1=

6–1=

7–1=

8–1=

9–1=

10 – 1 =

2–2=

3–2=

4–2=

5–2=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

6–2=

7–2=

8–2=

9–2=

10 – 2 =

3–3=

4–3=

5–3=

6–3=

7–3=

8–3=

9–3=

© Shell Education

#51289—Math Games: Skill-Based Practice

61

Operations and Algebraic Thinking

Race Track: Subtraction Cards

62

(cont.)

10 – 3 =

4–4=

5–4=

6–4=

7–4=

8–4=

9–4=

10 – 4 =

5–5=

6– 5 =

7–5=

8–5=

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

9–5=

10 – 5 =

6–6=

7–6=

8–6=

9–6=

10 – 6 =

7–7=

8–7=

9–7=

10 – 7 =

8–8=

© Shell Education

#51289—Math Games: Skill-Based Practice

63

Operations and Algebraic Thinking

Race Track: Subtraction Cards

64

(cont.)

9–8=

10 – 8 =

9–9=

10 – 9 =

10 –10 =

11 – 2 =

11 – 3 =

11 – 4 =

11 – 5 =

11 – 6 =

11 – 7 =

11 – 8 =

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

11 – 9 =

11 – 10 =

11 – 11 =

12 – 3 =

12 – 4 =

12 – 5 =

12 – 6 =

12 – 7 =

12 – 8 =

12 – 9 =

12 – 10 =

12 – 11 =

© Shell Education

#51289—Math Games: Skill-Based Practice

65

Operations and Algebraic Thinking

Race Track: Subtraction Cards

66

(cont.)

12 – 12 =

13 – 4 =

13 – 5 =

13 – 6 =

13 – 7 =

13 – 8 =

13 – 9 =

13 – 10 =

13 – 11 =

13 – 12 =

13 – 13 =

14 – 5 =

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

14 – 6 =

14 – 7 =

14 – 8 =

14 – 9 =

14 – 10 =

14 – 11 =

14 – 12 =

14 – 13 =

14 – 14 =

15 – 9 =

15 – 10 =

15 – 11 =

© Shell Education

#51289—Math Games: Skill-Based Practice

67

Operations and Algebraic Thinking

Race Track: Subtraction Cards

68

(cont.)

15 – 12 =

15 – 13 =

15 – 14 =

15 – 15 =

16 – 9 =

16 – 10 =

16 – 11 =

16 – 12 =

16 – 13 =

16 – 14 =

16 – 15 =

16 – 16 =

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

17 – 8 =

17 – 9 =

17 – 10 =

17 – 11 =

17 – 12 =

17 – 13 =

17 – 14 =

17 – 15 =

17 – 16 =

17 – 17 =

18 – 9 =

18 – 10 =

© Shell Education

#51289—Math Games: Skill-Based Practice

69

Operations and Algebraic Thinking

Race Track: Subtraction Cards

70

(cont.)

18 – 11 =

18 – 12 =

18 – 13 =

18 – 14 =

18 – 15 =

18 – 16 =

18 – 17 =

18 – 18 =

19 – 11 =

19 – 12 =

19 – 13 =

19 – 14 =

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Cards

(cont.)

19 – 15 =

19 – 16 =

19 – 17 =

19 – 18 =

19 – 19 =

20 – 11 =

20 – 12 =

20 – 13 =

20 – 14 =

20 – 15 =

20 – 16 =

20 – 17 =

© Shell Education

#51289—Math Games: Skill-Based Practice

71

Operations and Algebraic Thinking

Race Track: Subtraction Cards

72

(cont.)

20 – 18 =

20 – 19 =

20 – 20 =

Go Back 1 Space

Move Forward 2 Spaces

Go Back 2 Spaces

Lose Turn

Lose Turn

Lose Turn

Go Back 1 Space

Move Forward 2 Spaces

Go Back 2 Spaces

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track: Subtraction Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 74.

Start

Finis

Finish

© Shell Education

#51289—Math Games: Skill-Based Practice

73

Operations and Algebraic Thinking

Race Track: Subtraction Game Board

(cont.)

Start

tape here

Finish

74

Finish

#51289—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Race Track Game Markers

Directions: Copy and cut out a game marker for each player.

© Shell Education

#51289—Math Games: Skill-Based Practice

75

Number and Operations in Base Ten

Alligator Eats Domain Number and Operations in Base Ten

Standard Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Number of Players 2 Players

Materials • Alligator Eats Digit Cards (pages 78–80) • Alligator Eats Cards (page 81) • Alligator Eats Game Sheet (page 82)

• Copy and cut out three sets of the Alligator Eats Digit Cards, the Alligator Eats Cards, and the Alligator Eats Game Sheet for each pair of players. • Collect a number cube for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the higher number is Player 1.

3 Player 1 starts by drawing three Alligator Eats Digit Cards from the deck.

• number cubes

76

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Alligator Eats 4 Player 2 draws three cards from the deck.

5 Players place the cards on the game sheet to make the two largest three-digit numbers possible.

6 Player 1 places an Alligator Eats

Card between the two numbers to show the correct comparison.

(cont.)

7 The player who makes the greater number wins the round. He or she takes all six cards and places them in his or her winning pile.

8 Player 2 repeats steps 3 to 7. 9 In the event that players make the

same three-digit number, they both draw three new cards. Players place previous cards at the bottom of the deck.

0 Play continues until all the digit cards have been played. The player with more cards wins the game.

© Shell Education

#51289—Math Games: Skill-Based Practice

77

Number and Operations in Base Ten

Alligator Eats Digit Cards

Directions: Copy and cut apart three sets of 0–9 cards for each pair of players.

78

0

1

2

3

4

5

6

7

8

9

0

1

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Alligator Eats Digit Cards

© Shell Education

(cont.)

2

3

4

5

6

7

8

9

0

1

2

3

#51289—Math Games: Skill-Based Practice

79

Number and Operations in Base Ten

Alligator Eats Digit Cards

80

(cont.)

4

5

6

7

8

9

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Alligator Eats Cards

Directions: Copy and cut out one set of cards for each pair of players.

© Shell Education

less than

greater than

less than

greater than

less than

greater than

less than

greater than

less than

greater than

less than

greater than

less than

greater than

less than

greater than

#51289—Math Games: Skill-Based Practice

81

82

Directions: Place the digit cards in the boxes to make the biggest numbers. Then, choose an Alligator Eats Card to show which number is greater. The player with the greater number wins the round. The winner takes all six cards. Continue playing until all cards are used.

Game Sheet

Alligator Eats

Name:_________________________________________________________  Date:__________________________________ Number and Operations in Base Ten

#51289—Math Games: Skill-Based Practice for Second Grade

© Shell Education

Number and Operations in Base Ten

Luck of the Draw Domain Number and Operations in Base Ten

Standards Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/ or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations.

• Copy the Luck of the Draw Game Sheet for each player. • Copy and cut out three sets of Luck of the Draw Digit Cards for each pair of players. • Collect pencils and a number cube for each pair of players.

Number of Players 2 Players

Game Directions

Materials

1 Distribute materials to players. 2 Players take turns rolling the

• Luck of the Draw Game Sheet (page 85) • Luck of the Draw Digit Cards (page 86) • pencils • number cubes

© Shell Education

number cube to decide who goes first. The player who rolls the higher number is Player 1.

3 Player 1 draws four Luck of the Draw Digit Cards from the deck.

#51289—Math Games: Skill-Based Practice

83

Number and Operations in Base Ten

Luck of the Draw 4 Player 1 writes the four numbers from the Luck of the Draw Digit Cards that are drawn in the spaces in any of the equation boxes on the game sheet in any order. The goal is to make the greatest numbers possible.

(cont.)

7 The player with the greater sum is the winner of the round. The winner makes a tally mark in the I won… box at the top of the sheet.

8 Cards are returned to the deck, and the deck is reshuffled.

5 Player 1 finds the sum of the two two-digit numbers that were created.

9 Play continues for four rounds.

The player with more tally marks wins the game.

6 Player 2 repeats steps 3 to 5.

84

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Name:____________________________________________  Date:_______________________

Luck of the Draw Game Sheet

Directions: Record the numbers from the cards in the boxes below in any order. Then, find the sum of the two numbers. The player with the greater sum wins the round. The player who wins makes a tally mark in the “I won...” area below. I won…

+

+

+

+

© Shell Education

#51289—Math Games: Skill-Based Practice

85

Number and Operations in Base Ten

Luck of the Draw Digit Cards

Directions: Copy and cut out three sets of cards for each pair of players.

86

0

1

2

3

4

5

6

7

8

9

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Number Neighborhood Domain Number and Operations in Base Ten

Standard Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

Number of Players 2 to 4 Players

• Copy and cut out the Number Neighborhood Game Board and three sets of the Before or After Cards for each group of players. • Copy and cut out a Number Neighborhood Game Marker for each player. • Collect one number cube, an individual whiteboard, and a dry-erase marker for each group of players.

Materials • Number Neighborhood Game Board (pages 89–91) • Before or After Cards (page 92) • Number Neighborhood Game Markers (page 93) • number cubes • individual whiteboards • dry-erase markers

Game Directions

1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the lower number is Player 1.

3 Players place their game

markers on the “Start” square.

© Shell Education

#51289—Math Games: Skill-Based Practice

87

Number and Operations in Base Ten

Number Neighborhood 4 Player 1 rolls the number cube

and moves forward the designated number of spaces.

5 Player 1 then draws a Before or

(cont.)

7 If the numbers are not neighbors (in the wrong order), the player must return his or her marker to the previous space on the game board.

After Card from the deck.

6

88

Using his or her whiteboard and dry-erase marker, Player 1 writes the number from the game board and the three numbers that come either before or after it. These numbers must be “neighbors.”

#51289—Math Games: Skill-Based Practice

8 Play continues with players taking turns.

9 Players must roll the exact

number to return to “Finish.” The first player to return home wins the game.

© Shell Education

Number and Operations in Base Ten

Number Neighborhood Game Board

Directions: Copy and cut out the game board. Tape it to the game boards on pages 90–91.

Start Finish

423

685

634

229

373 686 887 430 359 115 602 9 51 © Shell Education

#51289—Math Games: Skill-Based Practice

89

Number and Operations in Base Ten

Number Neighborhood Game Board

685

372

229

413

tape here

634 90

19 8

tape here

423

(cont.)

#51289—Math Games: Skill-Based Practice

392

© Shell Education

Number and Operations in Base Ten

Number Neighborhood Game Board

372

19 8

(cont.)

777 513 615 9 84 270 235 356 882

413

© Shell Education

392

179

#51289—Math Games: Skill-Based Practice

91

Number and Operations in Base Ten

Before or After Cards Directions: Copy and cut out three sets of cards for each group of players.

92

Before

After

Before

After

Before

After

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Number Neighborhood Game Markers

Directions: Copy and cut out a game marker for each player.

© Shell Education

#51289—Math Games: Skill-Based Practice

93

Number and Operations in Base Ten

Base 10 Exchange Domain Number and Operations in Base Ten

Standards Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones). Understand the following as a special case: 100 can be thought of as a bundle of 10 tens—called a “hundred.”

• Copy the Place Value Mat and the Base 10 Blocks Sheet Sets 1–3, for each player. • Collect two number cubes and two pairs of scissors for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players take turns rolling a Number of Players 2 Players

Materials • Place Value Mat (page 96)

number cube to decide who goes first. The player who rolls the higher number is Player 1.

3 Player 1 rolls both of the

number cubes and finds the sum of the two numbers.

• Base 10 Blocks Sheet, Sets 1–3 (pages 97–99) • scissors • number cubes

94

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Base 10 Exchange 4 Player 1 cuts out and then places

Base 10 blocks on the Place Value Mat to represent the sum of the two numbers on the cubes. For example, if a player rolls a 5 and a 6, the sum is 11. The player places one long rod in the tens column and one unit square in the ones column to represent 11.

(cont.)

7 Players look for exchanges they

can make on their Place Value Mats. For example, when there are 10 unit squares in the ones column, a player exchanges the 10 squares for one long rod.

8 The first player to exchange 10

long rods for one flat “hundred” wins the game.

5 Player 2 repeats steps 3 and 4. 6 Players take turns rolling the number cubes and placing Base 10 Blocks on their Place Value Mats.

© Shell Education

#51289—Math Games: Skill-Based Practice

95

Number and Operations in Base Ten

Name:____________________________________________  Date:_______________________

Place Value Mat

Hundreds 100s

Tens 10s

Ones 1s

Directions: Place base 10 blocks on the mat.

96

#51289—Math Games: Skill-Based Practice for Second Grade

© Shell Education

Number and Operations in Base Ten

Base 10 Blocks Sheet: Set 1

Directions: Copy the base ten blocks for each student.

© Shell Education

#51289—Math Games: Skill-Based Practice

97

Number and Operations in Base Ten

Base 10 Blocks Sheet: Set 2

98

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Base 10 Blocks Sheet: Set 3

© Shell Education

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99

Number and Operations in Base Ten

Around the Track Domain Number and Operations in Base Ten

Standard Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

Number of Players Whole class divided into 2 teams

Materials • Around the Track Game Board (page 102)

• Copy the Around the Track Game Board and prepare it for projection using a document camera, an interactive whiteboard, or an overhead projector. • Copy and cut out the Around the Track Game Pieces for each team. • Copy and cut out the Around the Track Number Cards for the class. • Collect individual whiteboards and dry‑erase markers for each player.

• Around the Track Number Cards (pages 104–108) • Around the Track Game Pieces (page 108) • document camera, interactive whiteboard, or overhead projector • individual whiteboards and dry‑erase markers

Game Directions

1 Distribute materials to players. 2 Project the Around the Track Game Board so that all players can see it.

3 Place the game pieces in

the “Starting Gate” on the game board.

100

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Around the Track 4 Draw a number card from the

Around the Track Number Cards deck and show it to all players at the same time.

5 Players must read the number and rewrite it on their whiteboards in a different form. For example, if the card says 567, players write the words five hundred sixty-seven on their whiteboards. If the card says five hundred sixty-seven, players write the numeral 567.

(cont.)

6 After a predetermined amount

of time, say, “Show me!” When players hear this phrase, they must stop working and show their whiteboards. The teacher counts the number of complete and correct responses on each team.

7 The team with more correct

responses moves their horse forward one space on the game board. If there is a tie, both teams move their horses forward one space.

8 The first team to reach the “Finish Line” wins the game.

© Shell Education

#51289—Math Games: Skill-Based Practice

101

Number and Operations in Base Ten

Around the Track Game Board

Directions: Copy and cut out the game board to project for players. Start

Fi ni s

sh ni i F

102

Start

h

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Around the Track Number Cards

Directions: Copy and cut out one set of cards for the class.

© Shell Education

372

837

948

294

#51289—Math Games: Skill-Based Practice

103

Number and Operations in Base Ten

Around the Track Number Cards

104

(cont.)

103

224

245

462

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Around the Track Number Cards

© Shell Education

(cont.)

533

581

665

782

#51289—Math Games: Skill-Based Practice

105

Number and Operations in Base Ten

Around the Track Number Cards

106

(cont.)

three hundred seventy-two

six hundred eighty-one

one hundred twenty-one

two hundred thirty-six

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Around the Track Number Cards

two hundred two

(cont.)

three hundred seventy-six

four hundred five hundred eighty-nine thirty-four

© Shell Education

#51289—Math Games: Skill-Based Practice

107

Number and Operations in Base Ten

Around the Track Number Cards

(cont.)

six hundred forty-two

seven hundred fifty-five

eight hundred sixty-eight

nine hundred thirty-four

Around the Track Game Pieces

108

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Sunken Treasure Domain Number and Operations in Base Ten

Standards Count within 1,000; skip-count by 5s, 10s, and 100s. Read and write numbers to 1,000, using base-ten numerals, number names, and expanded form.

• Copy and cut out the Sunken Treasure Game Board and one set of the Sunken Treasure Game Markers for each pair of players. • Collect one number cube, an individual whiteboard, and a dry-erase marker for each pair of players.

Number of Players 2 Players

Materials

Game Directions

• Sunken Treasure Game Board (pages 111–112)

1 Distribute materials to players. 2 Players place their game

• Sunken Treasure Game Markers (page 113) • number cubes • individual whiteboards and dry‑erase markers

© Shell Education

markers on the Sunken Treasure Game Board in the “Start” square.

3 Players take turns rolling the

number cube to decide who goes first. The player who rolls the lower number is Player 1.

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Number and Operations in Base Ten

Sunken Treasure 4 Player 1 rolls the number cube

and moves the indicated number of spaces on the game board.

5 Each space on the game board

has a number on it. On their whiteboard, Player 1 records the next five consecutive numbers that come after the number on the space.

110

#51289—Math Games: Skill-Based Practice

(cont.)

6 If Player 1’s response is correct,

he or she stays on the space. If the response is incorrect, he or she moves back one space on the game board.

7 Player 2 repeats steps 4 to 6. 8 The first player to reach the

“Sunken Treasure” on the exact roll of the number cube wins the game.

© Shell Education

Number and Operations in Base Ten

Sunken Treasure Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 112. .

104

497

575

Shark Att

138

247

710

785 Need Air: Lose One Turn

355 477 863 START Sunken Treasure

956 © Shell Education

#51289—Math Games: Skill-Based Practice

111

Number and Operations in Base Ten

Sunken Treasure Game Board

5

Shark Attack

939

(cont.)

251 715 276 Find a Gold Coin: Move Ahead One Space

tape here

865 558 302 628

47

710 112

399

#51289—Math Games: Skill-Based Practice

Calm Weather: Spin Again

© Shell Education

Number and Operations in Base Ten

Sunken Treasure Game Markers

Directions: Copy and cut out a marker for each player.

© Shell Education

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113

Number and Operations in Base Ten

Expanded Form Bingo Domain Number and Operations in Base Ten

Standards Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones). Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, and nine hundreds, respectively (and 0 tens and 0 ones).

• Copy two sets of the Expanded Form Bingo Number Cards. • Cut out one set of numbers and place them in a paper bag. Project the other chart using an interactive whiteboard, a document camera, or an overhead projector. • Collect bingo markers for each player.

Number of Players

Game Directions

Whole Class

1 Distribute materials to players. 2 Display one set of the

Materials • Expanded Form Bingo Sheet (page 116) • Expanded Form Bingo Number Cards (pages 117–120) • whiteboard, overhead projector, or LCD projector • paper bag • bingo markers (counters, coins, or other small items)

114

• Copy the Expanded Form Bingo Sheet for each player.

#51289—Math Games: Skill-Based Practice

Expanded Form Bingo Number Cards. Players choose 24 numbers from the chart and copy them on the Expanded Form Bingo Sheet in any order.

3 Draw a number card from

the paper bag and read the number aloud in expanded form for players. For example, if the number 123 is drawn, say, “one hundred, two tens, three ones.”

© Shell Education

Number and Operations in Base Ten

Expanded Form Bingo 4 If players have the number on their bingo sheets, they place a bingo marker on the space.

(cont.)

6 Play continues for multiple rounds, using other sets of number cards.

5 The first player to mark five spaces in a row horizontally, vertically, or diagonally calls out “Bingo!” and wins the round.

© Shell Education

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Number and Operations in Base Ten

Name:____________________________________________  Date:_______________________

Expanded Form Bingo Sheet

Directions: Choose and record 24 numbers on the Bingo card. Place a marker on the number if it is called. Bingo Card

FREE SPACE

116

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© Shell Education

Number and Operations in Base Ten

Expanded Form Bingo Number Cards: Set 1

Directions: Make two copies of the number cards.

544

153

574

370

109

316

606

435

291

483

578

428

384

547

415

348

852

431

773

570

240

187

376

411

974

162

422

789

999

220

© Shell Education

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117

Number and Operations in Base Ten

Expanded Form Bingo Number Cards: Set 2

Directions: Make two copies of the number cards.

118

283

525

824

755

566

741

856

324

202

150

241

405

918

126

684

845

297

737

920

468

140

258

237

435

656

543

610

309

421

831

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Expanded Form Bingo Number Cards: Set 3

Directions: Make two copies of the number cards.

667

172

821

512

947

601

199

222

376

437

830

756

233

459

197

981

533

722

535

608

784

630

244

318

474

949

831

943

871

111

© Shell Education

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119

Number and Operations in Base Ten

Expanded Form Bingo Number Cards: Set 4

Directions: Make two copies of the number cards.

120

886

469

869

425

776

607

339

286

479

555

433

863

830

274

702

649

297

140

478

290

815

710

521

133

698`

108

212

354

388

934

#51289—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Shortstop Subtraction Domain Number and Operations in Base Ten

Standard Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/ or the relationship between addition and subtraction.

• Copy the Shortstop Subtraction Game Sheet for each pair of players. • Copy and cut out three sets of Shortstop Subtraction Digit Cards for each pair of players. • Collect a number cube for each pair of players.

Number of Players 2 Players

Game Directions

Materials

1 Distribute materials to players. 2 Players take turns rolling the

• Shortstop Subtraction Game Sheet (page 123) • Shortstop Subtraction Digit Cards (page 124) • number cubes

number cube to decide who goes first. The player who rolls the lower number is Player 1.

3 Player 1 shuffles the Shortstop Subtraction Digit Cards and places them facedown on the playing area.

© Shell Education

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121

Number and Operations in Base Ten

Shortstop Subtraction 4 Players take turns drawing four

Shortstop Subtraction Digit Cards each and making two two-digit numbers. Players write the greater number on the top and the smaller number on the second line of the Shortstop Subtraction Game Sheet under “Inning” 1.

5 Players subtract the smaller

(cont.)

8 Play continues for nine rounds. 9 The player with more tally marks at the end of nine rounds wins the game.

For the seventh inning stretch, 0

take a brain break and sing “Take Me Out to the Ball Game.”

number from the larger number.

6 The player with the lesser

difference wins the round. The winner places a tally mark on the score sheet section at the top of the page.

7 Players return the Shortstop

Subtraction Digit Cards to the deck, and the deck is reshuffled.

122

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© Shell Education

Number and Operations in Base Ten

Name:____________________________________________  Date:_______________________

Shortstop Subtraction Game Sheet

Directions: Record your two-digit numbers in the boxes. Subtract the numbers and record a tally mark on the score board for the winner of each round. Inning

1

2

3

4

5

6

7

8

9

Final Score

Player 1 Player 2 1

2 –

4

3 –

5 –

7

6 –

8 –

© Shell Education

–

–

9 –

–

#51289—Math Games: Skill-Based Practice

123

Number and Operations in Base Ten

Shortstop Subtraction Digit Cards

Directions: Copy and cut out three sets of cards for each pair of players.

124

0

1

2

3

4

5

6

7

8

9

#51289—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Journey to the Core Domain Measurement and Data

Standard Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

• Copy and cut out the Journey to the Core Game Board, the Journey to the Core Game Cards, and the Journey to the Core Game Markers for each group of players. • Collect a number cube, chart paper, a ruler, and a yardstick for each group of players.

Number of Players 4 Players, divided into teams of 2

Materials • Journey to the Core Game Cards (pages 127–128) • Journey to the Core Game Board (pages 129–131) • Journey to the Core Game Markers (page 132) • number cubes • rulers and yardsticks (with inches and centimeters) • chart paper

© Shell Education

Game Directions

1 Distribute materials to players. 2 Teams take turns rolling the number cube to decide who goes first. The team who rolls the lower number is Team 1.

3 Players shuffle the Journey

to the Core Game Cards and place them facedown in the playing area and place the Journey to the Core Game Markers on “Start.”

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Measurement and Data

Journey to the Core 4 Team 1 rolls the number cube

and moves their game marker the indicated number of spaces.

5 If there are instructions in the

space, Team 1 reads and follows the instructions. If the team lands on Draw a Card, they draw a card from the pile and follow the directions on the card.

126

#51289—Math Games: Skill-Based Practice

(cont.)

6 Team 2 repeats steps 4 and 5. 7 If a team gets an answer wrong, they cannot move forward to Earth’s Core. The team loses a turn and remains on the same space.

8 The first team to exactly reach the last space on the game board, Earth’s Core, wins the game.

© Shell Education

Measurement and Data

Journey to the Core Game Cards

Directions: Copy and cut out a set of cards for each group of players.

Draw a line segment 3 inches long.

Draw a line segment 5 inches long.

Draw a line segment 9 inches long.

Draw a line segment 14 inches long.

Draw a line segment 1 foot 7 inches long.

Draw a line segment 2 inches long.

Draw a line segment 2 feet long.

Draw a line segment 3 centimeters long.

Draw a line segment 5 centimeters long.

Draw a line segment 9 centimeters long.

Draw a line segment 70 centimeters long.

Draw a line segment 90 centimeters long.

Draw a line segment 30 centimeters long.

Which is longer, 6 centimeters or 2 inches?

Which is longer, 12 centimeters or 5 inches?

© Shell Education

#51289—Math Games: Skill-Based Practice

127

Measurement and Data

Journey to the Core Game Cards

128

(cont.)

Which is longer, 65 centimeters or 2 feet?

Which is longer, 17 inches or 40 centimeters?

Which is longer, 10 inches or 22 centimeters?

Which is shorter, 28 inches or 66 centimeters?

Which is shorter, 13 inches or 35 centimeters?

Which is shorter, 26 inches or 69 centimeters?

Which is shorter, 9 inches or 26 centimeters?

Which is shorter, 1 foot or 10 inches?

Which is longer, 5 inches or 5 centimeters?

Which is shorter, 8 centimeters or 4 inches?

Which is shorter, 25 centimeters or 10 inches?

Which is longer, 4 inches or 15 centimeters?

Draw a line segment 24 inches long.

Draw a line segment 42 centimeters long.

Which is longer, 20 inches or 30 centimeters?

#51289—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Journey to the Core Game Board

Directions: Cut out the game board. Tape it to the game boards on pages 130–131.

Draw a Card

Upper Mantle

Draw a Card

Go Back 5 Spaces

Draw a Card

START

© Shell Education

Mantle

Journey to the Core

Draw a Card

Draw a Card

Draw a Card

Inner Core

Draw a Card

Draw a Card

Draw a Card

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129

Measurement and Data

Journey to the Core Game Board

(cont.)

Draw a Card

Draw a Card

Draw a Card

tape here

tape here

Go Back 5 Spaces

Earth’s Core

Draw a Card

130

#51289—Math Games: Skill-Based Practice

Go Back 5 Spaces

© Shell Education

Measurement and Data

Journey to the Core

Draw a Card

Go Back 5 Spaces

Draw a Card

Draw a Card

Draw a Card

© Shell Education

(cont.)

Draw a Card

Draw a Card

Journey to the Core

Game Board

Go Back 5 Spaces

Draw a Card

Draw a Card

Draw a Card

Outer Core

Draw a Card

Draw a Card

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131

Measurement and Data

Journey to the Core Game Markers

Directions: Copy and cut out markers for each team of players.

132

#51289—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Money Match Domain Measurement and Data

Standard Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Number of Players 2 Players

Materials • Money Match Game Cards (pages 135–137) • number cubes

© Shell Education

• Copy and cut out the Money Match Game Cards for each pair of players. • Collect a number cube for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players take turns rolling the

number cube to decide who goes first. The player who rolls the higher number is Player 1.

3 Players shuffle the Money

Match Game Cards and place them facedown in five rows of four cards.

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133

Measurement and Data

Money Match 4 Player 1 turns over any two cards

with the goal of finding a matching pair. If the amount of money on one card matches the picture of the coins on the other card, the player has made a match. The player keeps the matching set and turns over two more cards.

(cont.)

5 Player 1 continues until he or she

turns over two nonmatching cards. Nonmatching cards are returned facedown to their original places.

6 Player 2 repeats steps 4 and 5. 7 The game continues until all cards have been matched. The player with more pairs at the end of the game is the winner.

134

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© Shell Education

Measurement and Data

Money Match Game Cards

Directions: Copy and cut out one set of cards for each pair of players.

37¢

33¢

88¢

© Shell Education

#51289—Math Games: Skill-Based Practice

135

Measurement and Data

Money Match Game Cards

(cont.)

26¢

41¢

$1.05

$1.32

136

#51289—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Money Match Game Cards

(cont.)

17¢

$1.50

60¢

72¢

© Shell Education

#51289—Math Games: Skill-Based Practice

137

Measurement and Data

Time for Time Domain Measurement and Data

Standard Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• Copy and cut out the Time for Time Game Board and the Time for Time Game Markers for each pair of players. • Copy the Time for Time Clock Sheet for each pair of players. • Collect one number cube for each pair of players.

Number of Players 2 Players

Materials • Time for Time Clock Sheet (page 140) • Time for Time Game Board (pages 141–142) • Time for Time Game Markers (page 143) • number cubes

Game Directions

1 Distribute materials to players. 2 Players place the Time for Time Game Markers on the “Start” space of the Time for Time Game Board.

3 Players roll the number cube. The player with the higher number is Player 1.

138

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© Shell Education

Measurement and Data

Time for Time 4 Player 1 rolls the number cube

and moves his or her game marker the indicated number of spaces. Player 1 follows the directions on the space, finds the correct analog time on the Time for Time Clock Sheet and writes a check mark below the clock.

(cont.)

6 Player 2 repeats step 4. 7 Player 1 checks Player 2’s work. 8 Play continues until one player reaches the “Home” space. The first player to reach “Home” (or beyond) wins the game.

5 Player 2 checks Player 1’s work.

If player 1 is incorrect, he or she moves back one space.

© Shell Education

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139

Measurement and Data

Name:____________________________________________  Date:_______________________

Time for Time Clock Sheet

Directions: Write a check mark next to the correct clock.

140

#51289—Math Games: Skill-Based Practice for Second Grade

© Shell Education

Measurement and Data

Time for Time Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 142.

Start/Home

11:25

2:40

9:10

8:20

4:05

Free Space

8:15 Go Back 2 Spaces

7:20 9:30 Roll Again

© Shell Education

#51289—Math Games: Skill-Based Practice

Go Bac 2 Space

141

Measurement and Data

Time for Time Game Board

40

4:05

Go Back 2 Spaces

(cont.)

4:00 3:15 3:50

tape here

4:30 Roll Again

5:35 Go Back 2 Spaces

20

142

6:50

#51289—Math Games: Skill-Based Practice

5:25

© Shell Education

Measurement and Data

Time for Time Game Markers

Directions: Copy and cut out a game marker for each player.

© Shell Education

#51289—Math Games: Skill-Based Practice

143

Geometry

Angle Count Domain Geometry

Standard Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Copy and cut out the Angle Count Cards for each pair of players.

Game Directions

1 Distribute materials to players. 2 One player shuffles the Angle Count Cards deck and deals 10 cards to each player.

3 Both players simultaneously Number of Players 2 Players

turn over the top cards in their piles. They take turns naming the shapes and counting the number of angles in the shapes.

Materials Angle Count Cards (pages 146–148)

144

#51289—Math Games: Skill-Based Practice

© Shell Education

Geometry

Angle Count 4 The player that has the Angle

Count Card with the greater number of angles wins the round, collects the card from the other player, and places both cards in his or her winning pile. If a player makes a mistake, he or she automatically loses the round and his or her card is placed at the bottom of the deck.

© Shell Education

(cont.)

5 In the event of a tie, both players turn over new cards.

6 Play continues until all cards have

been played. The player with more cards at the end of the game wins!

#51289—Math Games: Skill-Based Practice

145

Geometry

Angle Count Cards

Directions: Copy and cut out one set of cards for each pair of players.

146

#51289—Math Games: Skill-Based Practice

© Shell Education

Geometry

Angle Count Cards

© Shell Education

(cont.)

#51289—Math Games: Skill-Based Practice

147

Geometry

Angle Count Cards

148

#51289—Math Games: Skill-Based Practice

(cont.)

© Shell Education

Geometry

Equal Sizes Domain Geometry

Standard Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Number of Players 2 Players

Materials • Equal Sizes Game Sheet (page 151) • Equal Sizes Game Cards (pages 152–153)

• Copy and cut out one set of Equal Sizes Game Cards for each pair of players. • Copy one Equal Sizes Game Sheet for each pair of players. • Collect one number cube for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players roll the number cube. The player with the higher number is Player 1.

3 Player 1 shuffles the Equal

Sizes Game Cards and places them facedown in the playing area.

• number cubes

4 Player 1 draws an Equal Sizes Game Card and places it faceup so Player 2 can also see the directions.

© Shell Education

#51289—Math Games: Skill-Based Practice

149

Geometry

Equal Sizes 5 Player 1 follows the directions

on the card and draws the first line segment on the Equal Sizes Game Sheet.

6 Player 2 follows the directions on

the card and draws the next line segment, if needed, on the same shape. Players continue drawing line segments until the shape is divided according to the directions on the card.

7 The player who draws the last

segment wins the round and writes his or her initials on the shape. Consider the example shown below:

(cont.)

In Figure 1, Player 1 draws a

horizontal line segment to divide the rectangle into halves. Player 2 draws a vertical line to divide the rectangle into four equal parts. Player 2 completes the task and wins the round.

In Figure 2, Player 1 draws a

vertical line to divide the rectangle into halves. Player 2 draws a vertical line to the left. Player 1 completes the task of dividing the rectangle into four equal parts. Therefore, Player 1 wins the round.

8 Player 2 draws a card and begins

dividing the shape according to the new set of directions. Player 1 draws a second line segment. They continue taking turns dividing the shape until the task on the card is complete.

9 Play continues until all the cards

have been played. The player with more initials on shapes wins the game.

150

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© Shell Education

Geometry

Name:____________________________________________  Date:_______________________

Equal Sizes Game Sheet

Directions: Follow the directions on the game cards and draw the line segments on the shapes below.

© Shell Education

#51289—Math Games: Skill-Based Practice

151

Geometry

Equal Sizes Game Cards

Directions: Copy and cut out one set of cards for each pair of players.

152

Partition a circle into halves

Separate a circle into 4 equal parts

Divide a square into 4 equal parts

Partition a square into fourths

Divide a rectangle into thirds

Partition a rectangle into 4 equal parts

#51289—Math Games: Skill-Based Practice

© Shell Education

Geometry

Equal Sizes Game Cards

(cont.)

Divide a circle into 2 equal parts

Partition a circle into fourths

Partition a rectangle into 3 equal parts

Divide a rectangle into halves

© Shell Education

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153

Appendix A

References Cited Burns, Marilyn. 2009. “Win-Win Math Games.” Instructor. Reprinted March/April, http://www.mathsolutions.com/documents/winwin_mathgames.pdf. Hull, Ted H., Ruth Harbin Miles, and Don S. Balka. 2013. Math Games: Getting to the Core of Conceptual Understanding. Huntington Beach, CA: Shell Education. National Council of Teachers of Mathematics. 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM. National Governors Association Center for Best Practices, and Council of Chief State School Officers. 2010. “Common Core State Standards.” Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Accessed September 23, 2013, http://corestandards.org/math. National Research Council. 2001. “Adding It Up: Helping Children Learn Mathematics.” Washington, DC: National Academy Press. National Research Council. 2004. “Engaging Schools: Fostering High School Students’ Motivation to Learn.” Washington, DC: National Academy Press.

Accessing the Digital Resources The Digital Resources can be downloaded by following these steps:

1. Go to www.tcmpub.com/digital



2. Use the ISBN number to redeem the Digital Resources.

ISBN

154



3. Respond to the question using the book.



4. Follow the prompts on the Content Cloud website to sign in or create a new account.



5. The redeemed content will now be on your My Content screen. Click on the product to look through the Digital Resources. All files can be downloaded, while some files can also be previewed, opened, and shared.

#51289—Math Games: Skill-Based Practice

© Shell Education



Appendix B

Digital Resources Student Resources Page(s) 18

Title

Filename

Subtract Down Recording Sheet

subtractdown.pdf

21–36

Slap Jack Facts Flashcards

slapjackcards.pdf

39–40

In the Dog House Game Cards

doghousecards.pdf

41

In the Dog House Game Sheet

doghousesheet.pdf

44–53

Fact Football: Addition Cards

footballcards.pdf

54–55

Fact Football Addition Game Board

footballboard.pdf

Fact Football Score Sheet

footballsheet.pdf

59–72

Race Track: Subtraction Cards

trackcards.pdf

73–74

Race Track: Subtraction Game Board

trackboard.pdf

75

Race Track Game Markers

trackmarkers.pdf

78–80

Alligator Eats Digit Cards

digitcards.pdf

81

Alligator Eats Cards

alligatorcards.pdf

82

Alligator Eats Game Sheet

alligatorsheet.pdf

85

Luck of the Draw Game Sheet

lucksheet.pdf

86

Luck of the Draw Digit Cards

luckcards.pdf

Number Neighborhood Game Board

neighborboard.pdf

92

Before or After Cards

beforeaftercards.pdf

93

Number Neighborhood Game Markers

neighbormarkers.pdf

96

Place Value Mat

placevaluemat.pdf

97

Base 10 Blocks Sheet: Set 1

blocksset1.pdf

98

Base 10 Blocks Sheet: Set 2

blocksset2.pdf

99

Base 10 Blocks Sheet: Set 3

blocksset3.pdf

102

Around the Track Game Board

trackboard.pdf

104–108

Around the Track Number Cards Around the Track Game Pieces

trackcards.pdf

111–112

Sunken Treasure Game Board

treasureboard.pdf

113

Sunken Treasure Game Markers

treasuremarkers.pdf

116

Expanded Form Bingo Sheet

expandedsheet.pdf

56

89–91

© Shell Education

#51289—Math Games: Skill-Based Practice

155

Appendix B

Digital Resources (cont.) Student Resources Page(s)

Title

Filename

117

Expanded Form Bingo Number Cards: Set 1

expandedcards1.pdf

118

Expanded Form Bingo Number Cards: Set 2

expandedcards2.pdf

119

Expanded Form Bingo Number Cards: Set 3

expandedcards3.pdf

120

Expanded Form Bingo Number Cards: Set 4

expandedcards4.pdf

123

Shortstop Subtraction Game Sheet

shortstopsheet.pdf

124

Shortstop Subtraction Digit Cards

shortstopcards.pdf

127–128

Journey to the Core Game Cards

journeycards.pdf

129–131

Journey to the Core Game Board

journeyboard.pdf

Journey to the Core Game Markers

journeymarkers.pdf

135–137

Money Match Game Cards

moneymatchcards.pdf

140

Time for Time Clock Sheet

timesheet.pdf

141–142

Time for Time Game Board

timeboard.pdf

Time for Time Game Markers

timemarkers.pdf

Angle Count Cards

anglecountcards.pdf

151

Equal Sizes Game Sheet

equalsheet.pdf

152–153

Equal Sizes Game Cards

equalcards.pdf

132

143 146–148

Additional Resources Title CCSS, WIDA, and TESOL

156

#51289—Math Games: Skill-Based Practice

Filename standards.pdf

© Shell Education

Notes

© Shell Education

#51289—Math Games: Skill-Based Practice

157

Notes

158

#51289—Math Games: Skill-Based Practice

© Shell Education

Notes

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#51289—Math Games: Skill-Based Practice

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Notes

160

#51289—Math Games: Skill-Based Practice

© Shell Education

Math Games: Skill-Based Practice brings learning mathematical skills into a whole new light for students in grades K–6. Each book has unique and fun games that encourage whole-class, small-group, and partner interaction and collaboration. These games will reinforce students’ knowledge of mathematical skills while keeping learners motivated and engaged. Promote a fun learning environment for students to achieve mathematical success!

Other levels available... K

1

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

3

4

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

5

6

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

Meet the Authors

Ted H. Hull, Ed. D.,

Ruth Harbin Miles, Ed.S.,

Don S. Balka, Ph.D., a

served in public education for thirty-two years as a mathematics teacher, K–12 mathematics coordinator, school principal, and director of curriculum and instruction. Ted has coauthored numerous books addressing mathematics improvement.

currently coaches mathematics teachers and serves on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and Virginia’s Council of Mathematics Teachers.

former mathematics teacher, is Professor Emeritus in the Mathematics Department at Saint Mary’s College at Notre Dame, Indiana. He is currently President of TODOS and Past President of the School Science and Mathematics Association.

www.shelleducation.com

SEP 51289

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