Math Games: Skill-Based Practice for Fifth Grade [1 ed.] 9781425896133, 9781425812928

Citation preview

5 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; Sara Sciuto, Assistant 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 978-1-4258-1292-8 © 2014 Shell Education 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 Track Meet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Make a Match. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Back to Earth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Domain: Number and Operations in Base Ten Drag Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Winner Takes All. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Compare It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Greater Than/Less Than . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 A-Round the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Car Chase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Race Is On. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

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Table of Contents (cont.) Domain: Number and Operations—Fractions Chase Is On. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Taking Out the Board Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Fraction Checkers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Multiplication Madness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 4 Square Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Domain: Measurement and Data Volume Construction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Dash to the Finish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Domain: Geometry Digging for Treasure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Space Exploration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Appendices Appendix A: References Cited and Accessing the Digital Resources . . . . 113 Appendix B: Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

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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 teacherled and teacher-facilitated 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: Ë 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! Ë 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.) Ë 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. Ë 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: Ë Move about the room listening and observing Ë Ask student pairs to explain what they are doing Ë Ask the entire class about the game procedures after play Ë Play the game against the class Ë Draw a small group of students together for closer supervision Ë 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 five domains addressed in this series has its own icon.

Opera tions and Algebraic Thinki ng

Track Meet Domain Operations and Algebraic Think ing

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

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.

• Copy and cut out the Track Meet Gam e Spinner and the Track Meet Game Board for each group of p layers. • Collect a p aperclip, pencil , number cube , game pieces, and a calculator for each group o f players. • Collect sc ratch paper or a whiteboard and marker for each player .

Standard Use parenthese s, brackets, or braces in nume rical expression s, and evaluate expressions with these symbols.

Number of Pla yers

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.

3 Players

Materials • Track Meet Game Spinner (page 18) • Track Meet Game Board (pages 19– 20) • paperclips and pencils • number cu bes • scratch pa per or individua l whiteboards and markers • game piec es for each pla yer (e.g., two-color counters, smal l colored cube s, mini erase rs) • calculators

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th Games: Skill-B ased

Game Direct ions

1 Distribute materials to playe rs. 2 Players place their markers on “Start.”

3

Players take turns rolling a number cube . The player who rolls the highest numb er is Player 1. Playe rs rotate clock wise to take turns.

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

Practi ce © Shell Educa tion

All game resources can be found in the Digital Resources. (For a complete list of the files, see pages 114–115.)

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, score cards, and spinners. 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. Spinners Some games include spinners. To use a spinner, cut it out from the page. Place the tip of a pencil in the center with a paperclip around it. Use your other hand to flick the other side of the paperclip.

Number and Opera tions Base Ten

Winner Ta kes All Decimal Car ds

Directions: Copy

and cut out a

0.189

0.657

0.091

0.098

0.202

0.712

0.317

0.395

0.209

0.589 38

#5129 2—Ma

set of cards for

0.419

0.537 th Games: Skill-B ased

each pair of playe

rs.

0.332

0.456

0.892

0.162

0.502

0.628

Practi ce © Shell Educa tion

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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 Standard

12

Game(s)

5.OA.A.1—Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Track Meet (p. 16)

5.OA.A.2—Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Make a Match (p. 21)

5.OA.B.3—Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Back to Earth (p. 27)

5.NBT.A.3b—Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Drag Race (p. 33); Winner Takes All (p. 37); Compare It (p. 40); Greater Than/ Less Than (p. 44)

5.NBT.A.3a—Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

Greater Than/Less Than (p. 44)

5.NBT.A.4—Use place value understanding to round decimals to any place.

A-Round the World (p. 48)

5.NBT.B.6—Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Car Chase (p. 54)

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Correlation to the Standards

Standards Correlation Chart Standard

(cont.)

Game(s)

5.NBT.B.7—Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Race Is On (p. 59); Race to the Top (p. 64)

5.NF.A.1—Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Chase Is On (p. 69)

5.NF.B.4—Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Taking Out the Board Fractions (p. 76); Fraction Checkers (p. 80); Multiplication Madness (p. 84)

5.NF.B.7—Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Fraction Checkers (p. 80); 4 Square Division (p. 88)

5.MD.C.5a—Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication.

Volume Construction (p. 92)

5.MD.B.2—Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Dash to the Finish (p. 96)

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Correlation to the Standards

Standards Correlation Chart Standard 5.G.A.1—Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

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(cont.)

Game(s) Digging for Treasure (p. 102); Space Exploration (p. 107)

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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

Track Meet Domain Operations and Algebraic Thinking

Standard Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

• Copy and cut out the Track Meet Game Spinner and the Track Meet Game Board for each group of players. • Collect a paperclip, pencil, number cube, game pieces, and a calculator for each group of players. • Collect scratch paper or a whiteboard and marker for each player.

Number of Players 3 Players

Materials • Track Meet Game Spinner (page 18) • Track Meet Game Board (pages 19–20) • paperclips and pencils • number cubes • scratch paper or individual whiteboards and markers

Game Directions

1 Distribute materials to players. 2 Players place their markers on “Start.”

3 Players take turns rolling a

number cube. The player who rolls the highest number is Player 1. Players rotate clockwise to take turns.

• game pieces for each player (e.g., two-color counters, small colored cubes, mini erasers) • calculators

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Operations and Algebraic Thinking

Track Meet 4 Player 1 rolls the number cube

and moves forward the designated number of places. The value b is given on the Track Meet Game Board space.

5 Player 1 flicks the paperclip in

the center of the Track Meet Game Spinner to determine the expression to be evaluated.

6

All three players independently substitute the value b into the expression on the spinner sheet, and evaluate it using scratch paper or whiteboards.

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(cont.)

7 If Players 2 and 3 verify that

Player 1 has answered correctly, Player 1 remains on the space. If Player 1 is incorrect, he or she returns the game piece to the space it was on prior to the roll.

8 Players 2 and 3 repeat steps 4 to 7.

9 The player who first reaches or passes “Finish” wins!

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Operations and Algebraic Thinking

Track Meet Game Spinner

Directions: Copy and cut out the spinner for each group of players. For directions on how to assemble this spinner, see page 10.

2(b + 3)

b + {5(2)}

b + {4 + (b + 8)}

ack r T

Meet 4(8 + b)

18

b(4 + 1)

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3(b + 2) – 2

[{(5 x b) + 3} – 3]

b(b + 6) – 6

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Operations and Algebraic Thinking

Track Meet Game Board

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b=1

b=3

b=6

b=7

b=2 #51292—Math Games: Skill-Based Practice

b=2

b=1 b=3

Start

b=3

b=5

b=2

Lose Turn and Go Back

Directions: Copy and cut out the game board for each group of players. Tape it to the game board on page 20.

19

Operations and Algebraic Thinking

Track Meet

b=0

b=5

b=2

Lose Turn and Go Back

b=3

b=2

Finish

tape here

b=1

Lose Turn and Go Back

b=4

Game Board (cont.)

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Operations and Algebraic Thinking

Make a Match Domain Operations and Algebraic Thinking

Standard

Game Directions

1 Distribute materials to players. 2 Players take turns rolling a number cube. The player who rolls the higher number is Player 1.

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

3 Player 1 shuffles the Make

Number of Players

4 Player 1 selects a card from

2 Players

Materials • Make a Match Game Cards (pages 22–26) • number cubes

a Match Game Cards and deals six cards to each player. The remaining Make a Match Game Cards are placed facedown in a deck.

his or her hand and reads it aloud.

5 If Player 2 has the

matching card (with the same expression in a different form), he or she hands over the card to Player 1. Player 1 makes a “match,” then places the two cards in his or her winning pile and takes another turn.

6 If Player 2 does not have

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

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the requested card, Player 1 draws a card from the deck, and Player 2 selects a card from his or her hand to request a match.

7 The winner is the player with

more Make a Match Game Cards in his or her winning pile when all the deck cards have been drawn, or a player has no cards remaining in his or her hand.

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Operations and Algebraic Thinking

Make a Match Game Cards

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

22

Multiply 8 and 3, then subtract 7

(8 × 3) – 7

Subtract 7 after multiplying 9 and 2

(9 × 2) – 7

Add 4 and 3, then multiply by 3

(4 + 3) × 3

Divide 9 by 2, then subtract 5

(9 ÷ 2) – 5

Multiply 7 and 2, then subtract 4

(7 × 2) – 4

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© Shell Education

Operations and Algebraic Thinking

Make a Match Game Cards (cont.)

Subtract 5 after multiplying 8 and 2

(8 × 2) – 5

Add 4 and 4, then multiply by 2

(4 + 4) × 2

Divide 5 by 2, then subtract 5

(5 ÷ 2) – 5

Add 3 and 4, then add 7

(3 + 4) + 7

Subtract 6 from 8, then divide by 3

(8 – 6) ÷ 3

© Shell Education

#51292—Math Games: Skill-Based Practice

23

Operations and Algebraic Thinking

Make a Match Game Cards (cont.)

24

Multiply 7 and 2, then subtract 1

(7 × 2) – 1

Subtract 2 after multiplying 8 and 5

(8 × 5) – 2

Add 5 and 5, then multiply by 5

(5 + 5) × 5

Divide 2 by 2, then subtract 4

(2 ÷ 2) – 4

Multiply 4 and 5, then subtract 2

(4 × 5) – 2

#51292—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Make a Match Game Cards (cont.)

Multiply 6 and 5, then add 9

(6 × 5) + 9

Multiply 7 and 3, then subtract 1

(7 × 3) – 1

Subtract 3 after multiplying 1 and 2

(1 × 2) – 3

Add 9 and 9, then multiply by 3

(9 + 9) × 3

Divide 10 by 2, then subtract 5

(10 ÷ 2) – 5

© Shell Education

#51292—Math Games: Skill-Based Practice

25

Operations and Algebraic Thinking

Make a Match Game Cards (cont.)

26

Subtract 4 from 10, then divide by 3

(10 – 4) ÷ 3

Add 7 after multiplying 8 and 7

(8 × 7) + 7

Divide 6 by 2, then divide by 3

(6 ÷ 2) ÷ 3

Multiply 5 and 3, then add 7

(5 × 3) + 7

Subtract 3 from 4, then multiply by 2

(4 – 3) × 2

#51292—Math Games: Skill-Based Practice

© Shell Education

Operations and Algebraic Thinking

Back to Earth Domain Operations and Algebraic Thinking

Standard Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from two patterns, and graph the ordered pairs on a coordinate plane.

• Copy and cut out one Back to Earth Game Board for each player. • Copy one Back to Earth Recording Sheet for each pair of players. • Copy and cut out one set of Back to Earth Value Cards for each pair of players. • Collect a straight edge (ruler) for each pair of players.

Number of Players 2 Players

Materials • Back to Earth Game Board (pages 29–30) • Back to Earth Recording Sheet (page 31) • Back to Earth Value Cards (page 32) • straight edges (rulers)

Game Directions

1 Distribute materials to players. 2 Each player chooses a 2 × 2 square anywhere on his or her Back to Earth Game Board and shades it. This square represents the sun. Each player also chooses and shades a 2 × 1 rectangle to represent the Earth and a 1 × 1 square to represent the moon. Shaded areas may not touch the x- or y-axis.

3 Players trade game boards.

© Shell Education

#51292—Math Games: Skill-Based Practice

27

Operations and Algebraic Thinking

Back to Earth 4 Each player draws one of the

Back to Earth Value Cards. The player with the greater number is Player 1 and goes first. The cards are returned to the deck.

5 Player 1 chooses any row on

the Back to Earth Recording Sheet and draws a Back to Earth Value Card.

6 In the first column on the recording sheet, Player 1 writes the number from his or her card, which will be the x-coordinate. Player 1 then calculates the y-coordinate using the rule given. Player 1 records the ordered pair in the fourth column on the recording sheet. For example, Player 1 selects the 3rd row and draws a Back to Earth Value Card with a 9. Substituting into the rule x + 3, the y-coordinate is 12 and the ordered pair to record in the right column is (9, 12).

28

#51292—Math Games: Skill-Based Practice

(cont.)

7 Player 1 locates the ordered pair

on the grid, and draws a line using a straight edge from the origin (0, 0) to the ordered pair.

8 If a player hits the sun or moon, he or she loses the next turn.

Player 2 repeats steps 6 to 9. 9 The first player to get “Back to 0

Earth” (intersect with the Earth rectangle on his or her grid) wins!

© Shell Education

Operations and Algebraic Thinking

Back to Earth Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 30. y

30 25 20 15 10 5 0 1

2

3

4

5

6

7

8

9

10

–5 –10 –15 –20 –25

Back t Earth © Shell Education

#51292—Math Games: Skill-Based Practice

29

Operations and Algebraic Thinking

Back to Earth

tape here

Game Board (cont.)

x

11

30

12

13

14

15

#51292—Math Games: Skill-Based Practice

16

17

18

19

20

© Shell Education

Operations and Algebraic Thinking

Name:______________________________________________  Date:________________________

Back to Earth Recording Sheet

Directions: Choose a row on the chart below. Draw a Back to Earth Value Card and record the value, which will represent the x-coordinate. Use the rule given to calculate and record the y-coordinate. Then, write the ordered pair in the fourth column. Player 1 Value

Rule

(x-coordinate)

Value

(y-coordinate)

Player 2 Ordered Pair

Value

(x-coordinate)

Rule

x+1

x–1

x–2

x+2

x+3

x–3

x–4

x+4

x+5

x–5

x–6

x+6

x+7

x – 10

x – 15

x+8

x+9

x – 20

x – 25

x + 10

© Shell Education

Value

(y-coordinate)

Ordered Pair

#51292—Math Games: Skill-Based Practice

31

Operations and Algebraic Thinking

Back to Earth Value Cards

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

32

1

3

5

7

9

10

11

13

15

16

18

20

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Drag Race Domain Number and Operations in Base Ten

Standard Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Number of Players 2 Players

Materials • Drag Race Game Sheet (page 35) • Drag Race Digit Cards (page 36) • small paper bags • number cubes

• Copy and cut out a Drag Race Game Sheet and two sets of Drag Race Digit Cards for each pair of players. • Collect a paper bag for each player. • Collect a number cube for each pair of players.

Game Directions

1 Distribute materials to players. 2 Each player puts a set of Drag Race Digit Cards into his or her paper bag.

3 Players take turns rolling a

number cube. The player who rolls the lower number is Player 1.

4 Player 1 enters a greater than (>) or less than ( or
, =, and < symbols to record the results of comparisons.

Number of Players 2 Players

Materials • Winner Takes All Decimal Cards (pages 38–39)

Copy and cut out a set of Winner Takes All Decimal Cards for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players shuffle the Winner

Takes All Decimal Cards and place them facedown in a pile.

3 Each player turns over one

card. The player with the higher number goes first. The cards are placed back in the deck.

4 Each player turns over a card.

Player 1 selects the greater number. If the player is correct, he or she takes both cards. If Player 1 answers incorrectly, the cards are placed facedown in a discard pile.

5 Player 2 repeats step 4. Play

continues until all cards in the playing stack are used.

6 The winner is the player with more cards at the end of the game.

© Shell Education

#51292—Math Games: Skill-Based Practice

37

Number and Operations in Base Ten

Winner Takes All Decimal Cards

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

38

0.189

0.657

0.332

0.091

0.098

0.456

0.202

0.712

0.892

0.317

0.395

0.162

0.209

0.419

0.502

0.589

0.537

0.628

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Winner Takes All Decimal Cards (cont.)

0.639

0.654

0.712

0.704

0.729

0.805

0.883

0.902

0.975

0.921

0.108

0.203

0.311

0.552

0.498

0.409

0.653

0.264

© Shell Education

#51292—Math Games: Skill-Based Practice

39

Number and Operations in Base Ten

Compare It Domain Number and Operations in Base Ten

Standard Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record of the results of comparisons.

Number of Players 2 Players

Materials • Compare It Recording Sheet (page 42) • Compare It Spinner (page 43) • paperclips and pencils

• Copy and cut out one Compare It Spinner for each pair of players. • Copy one Compare It Recording Sheet for each pair of players. • Collect a paperclip and pencil for each pair of players.

Game Directions

1 Distribute materials to players. 2 Each player flicks the paperclip around the pencil in the center of the Compare It Spinner. The player who spins the higher number goes first. Players alternate spins.

3 Player 1 spins the spinner,

and it lands on a digit. Player 1 looks at the first column of “Greater Than/Less Than.” He or she then decides where to place the digit (either tenths, hundredths, or thousandths) and records his or her digit on the Compare It Recording Sheet.

40

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Compare It 4 Player 2 spins and repeats this process in the fourth column.

5 After recording the three digits,

the players look back at the first column of the recording sheet (“greater than” or “less than”). Players compare the created numbers and record the appropriate relationship symbol (< or >) in the center column.

(cont.)

6 If the players have created two

decimal numbers with the correct relationship, they win the round. If they have not created the correct relationship, the “game” wins the round. For example, suppose the first column states “Greater Than.” If Player 1 creates 0.763 and Player 2 creates 0.435, then the players win the round since 0.763 > 0.435. If Player 1 creates 0.261 and Player 2 creates 0.987, then the “game” wins since 0.261 is not greater than 0.987.

7 Players total their number of wins out of ten. If they've won more rounds than the game, they win!

© Shell Education

#51292—Math Games: Skill-Based Practice

41

Number and Operations in Base Ten

Name:______________________________________________  Date:________________________

Compare It

Recording Sheet Directions: Record a digit in each of the three spaces (either tenths, hundredths, or thousandths) in the designated column for each player. Compare the two numbers and place the correct symbol of < or >. If the symbol matches the first column, the players win the round. If not, the game wins the round. Player 1

Symbol ()

Player 2

Greater Than

0.___ ___ ___

0.___ ___ ___

Less Than

0.___ ___ ___

0.___ ___ ___

Greater Than

0.___ ___ ___

0.___ ___ ___

Less Than

0.___ ___ ___

0.___ ___ ___

Greater Than

0.___ ___ ___

0.___ ___ ___

Less Than

0.___ ___ ___

0.___ ___ ___

Greater Than

0.___ ___ ___

0.___ ___ ___

Less Than

0.___ ___ ___

0.___ ___ ___

Greater Than

0.___ ___ ___

0.___ ___ ___

Less Than

0.___ ___ ___

0.___ ___ ___

Did We Win?

Total Wins:

42

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Compare It Spinner

Directions: Copy and cut out the spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

9

0

8

1

7

2 6 5

© Shell Education

4

3

#51292—Math Games: Skill-Based Practice

43

Number and Operations in Base Ten

Greater Than/Less Than Domain Number and Operations in Base Ten

Standards

• Copy and cut out one Greater Than/Less Than Spinner for each pair of players.

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.

• Copy a Greater Than/Less Than Recording Sheet for each pair of players.

Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

• Collect a paperclip, pencil, and several sheets of scratch paper for each pair of players.

Game Directions Number of Players 2 Players

Materials • Greater Than/Less Than Spinner (page 46) • Greater Than/Less Than Recording Sheet (page 47) • paperclips and pencils • scratch paper

44

#51292—Math Games: Skill-Based Practice

1 Distribute materials to players. 2 Players take turns spinning the Greater Than/Less Than Spinner. The player who spins the lower number is Player 1.

3 Player 1 spins the spinner

three times and records his or her three digits on the scratch paper.

4 Player 1 records his or her

three digits onto the chart on the Greater Than/Less Than Recording Sheet, choosing which digit represents tenths, which represents hundredths, and which represents thousandths.

© Shell Education

Number and Operations in Base Ten

Greater Than/Less Than

(cont.)

5 Player 2 repeats steps 3 and 4. 6 Players compare their numbers and enter a symbol in the center column.

7 The winner of the round is the

player with the number that is either greater than or less than their opponent’s number, depending on the directions in the first column.

8 The winner of the game is the

player who wins more rounds.

© Shell Education

#51292—Math Games: Skill-Based Practice

45

Number and Operations in Base Ten

Greater Than/Less Than Spinner

Directions: Copy and cut out the spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

9

0

8

1

7

2 6 5

46

#51292—Math Games: Skill-Based Practice

4

3

© Shell Education

Number and Operations in Base Ten

Name:______________________________________________  Date:________________________

Greater Than/Less Than Recording Sheet

Total Wins:

1/100 1/1000 0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

0.

1/10 1/100 1/1000 Symbol

© Shell Education

Smaller Number Wins These Rounds

Larger Number Wins These Rounds

1/10

Player 1

Player 2

Win 1

Win 2

Directions: Arrange your digits to make your number greater than or less than your opponent’s, depending on what is written in the first column. Then write your digits in the correct columns below.

#51292—Math Games: Skill-Based Practice

47

Number and Operations in Base Ten

A-Round the World Domain Number and Operations in Base Ten

Standard Use place value understanding to round decimals to any place.

Number of Players

• Copy and cut out three sets of the A-Round the World Digit Cards, one A-Round the World Spinner, and one A-Round the World Recording Sheet for each pair of players. • Collect a paperclip and pencil for each pair of players.

2 Players

Materials • A-Round the World Digit Cards (pages 50–51) • A-Round the World Spinner (page 52) • A-Round the World Recording Sheet (page 53) • paperclips and pencils

Game Directions

1 Distribute materials to players. 2 Players shuffle three sets of A-Round the World Digit Cards and place them facedown in a stack.

3 Each player draws three digit cards.

48

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

A-Round the World 4 Players arrange the digit cards

in the order drawn, with the first card in the tenths place, the second card in the hundredths place, and the third card in the thousandths place.

5

Players write the numbers they created on the “Drawn” section on the recording sheet.

6 Players flick the paperclip around

the pencil in the center of the A-Round the World Spinner and round their number to the place indicated on the spinner. Players write the rounded decimal number in the “Rounded” section of the A-Round the World Recording Sheet. For example, if the number is 0.385 and the player spins “Round to tenths,” he or she will record 0.4. If rounding to the thousandths place, Player 1 draws an additional digit for the ten thousandths place for both players to use in rounding.

© Shell Education

(cont.)

7 Players compare their rounded numbers and enter , or = in the center column on the recording sheet.

8 The winner of the round is the

player with the rounded number that is either greater than or less than his or her opponent’s number, depending on the directions in the first column.

9 Play continues until the recording sheet is full. Players reshuffle the cards as needed.

0 The player with more wins at the end of the game is the winner.

#51292—Math Games: Skill-Based Practice

49

Number and Operations in Base Ten

A-Round the World Digit Cards

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

50

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

A-Round the World Digit Cards (cont.)

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

© Shell Education

#51292—Math Games: Skill-Based Practice

51

Number and Operations in Base Ten

A-Round the World Spinner

Directions: Copy and cut out the spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

Round to Tenths

Round to Thousandths

Round to Hundredths

52

#51292—Math Games: Skill-Based Practice

Round to Hundredths

Round to Thousandths

Round to Tenths

© Shell Education

© Shell Education

Round 6: Less Than

Round 5: Greater Than

Round 4: Less Than

Round 3: Greater Than

Round 2: Less Than

Round 1: Greater Than

Drawn: 0.___ ___ ___ Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Drawn: 0.___ ___ ___

Drawn: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Drawn: 0.___ ___ ___

Drawn: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Drawn: 0.___ ___ ___

Drawn: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

Drawn: 0.___ ___ ___

Drawn: 0.___ ___ ___

Drawn: 0.___ ___ ___

Rounded: 0.___ ___ ___

Rounded: 0.___ ___ ___

PLAYER 2 Drawn: 0.___ ___ ___

SYMBOL

Drawn: 0.___ ___ ___

PLAYER 1

WINNER

Number and Operations in Base Ten

Name:______________________________________________  Date:________________________

A-Round the World Recording Sheet

Directions: Write the digits in the “Drawn” spot in the order that you drew them. Spin the spinner and round your number as it tells you to, then write your rounded number in the “Rounded” spot. When both players have written their rounded numbers, work together to write the correct symbol in the center column. Look at the first column to determine the round winner and record the winner in the last column.

#51292—Math Games: Skill-Based Practice

53

Number and Operations in Base Ten

Car Chase Domain Number and Operations in Base Ten

Standard Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models.

• Collect a paperclip, pencil, game pieces, number cube, and calculator for each pair of players. • Provide scratch paper or a whiteboard and marker for each player.

Number of Players

Game Directions

2 Players

1 Distribute materials to players. 2 Each player flicks the paperclip

Materials • Car Chase Game Board (pages 56–57) • Car Chase Spinner (page 58) • paperclips and pencils • game pieces • number cubes • calculators (to check answers if needed) • scratch paper or individual whiteboards and markers

54

• Copy and cut out one Car Chase Game Board and one Car Chase Spinner for each pair of players.

#51292—Math Games: Skill-Based Practice

around the pencil in the center of the Car Chase Spinner. The player who spins the higher number is Player 1.

3 Players place their game

pieces at “Start” on the Car Chase Game Board. Player 1 rolls the number cube, moves the appropriate number of spaces on the board, and records the number indicated on the space on scratch paper or a whiteboard.

© Shell Education

Number and Operations in Base Ten

Car Chase 4 Player 1 spins the spinner twice to determine the divisor and writes it on his or her scratch paper. The first digit spun is the ones place and the second digit spun is the tens place.

(cont.)

6 If Player 1 is correct, he or she

remains on the current game board space. If not, he or she moves back to the previous space.

7 Player 2 rolls the number cube and spins the spinner.

5

Both players divide the number on the game board by the two-digit number created.

© Shell Education

8 The player who reaches “Finish”

first (either by rolling a number equal to, or greater than, the remaining number of spaces) wins.

#51292—Math Games: Skill-Based Practice

55

Number and Operations in Base Ten

Car Chase Game Board

8,843

1,284

1,045

8,032

8,634

9,845 2,987

56

#51292—Math Games: Skill-Based Practice

7,620

3,347

8,623 2,355 3,071 7,560

1,156

Directions: Copy and cut out the game board. Tape it to the game board on page 57.

© Shell Education

Number and Operations in Base Ten

Car Chase

© Shell Education

9,783 Finish 6,528 5,400 1,045 7,293

tape here

1,835

5,338 Start

2,874

6,303 1,352

Game Board (cont.)

#51292—Math Games: Skill-Based Practice

57

Number and Operations in Base Ten

Car Chase Spinner

Directions: Copy and cut out the spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

9

0

8

1

7

2 6 5

58

#51292—Math Games: Skill-Based Practice

4

3

© Shell Education

Number and Operations in Base Ten

Race Is On Domain Number and Operations in Base Ten

Standard Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Number of Players 2 Players

Materials • Race Is On Game Sheet (page 61) • Race Is On Digit Cards (pages 62–63) • scratch paper or individual whiteboards and markers

• Copy one Race Is On Game Sheet for each pair of players. • Copy and cut apart a set of Race Is On Digit Cards for each pair of players. • Collect a calculator and scratch paper or a whiteboard and marker for each player.

Game Directions

1 Distribute materials to players. 2 Players shuffle the Race Is

On Digit Cards and draw a card. The player with the lower number goes first. The drawn cards are placed at the bottom of the deck.

3 Player 1 draws 5 cards and

records the digits in the first box on the game sheet.

• calculators

© Shell Education

#51292—Math Games: Skill-Based Practice

59

Number and Operations in Base Ten

Race Is On 4 The first four cards combine to

form a four-digit decimal number. Player 1 multiplies this number by the fifth digit drawn and writes the product.

5 Player 2 checks the answer. If

necessary, Player 2 can use a calculator to check the answer. If Player 1 is correct, he or she places an X in the score section of the game sheet. If Player 1 is incorrect, he or she does not place an X on the game sheet.

60

#51292—Math Games: Skill-Based Practice

(cont.)

6 Player 2 then repeats steps 3 to 5. After three rounds have been played, reshuffle the cards.

7 Players race to see who reaches

the finish line first. (After six rounds, all Race Is On Digit Cards should be used.)

© Shell Education

Number and Operations in Base Ten

Name:______________________________________________  Date:________________________

Race Is On Game Sheet

Directions: Record your five digits in your box. Record your product on the last line of each box. At the bottom of the page, place an X for each correct answer. Player 1

Player 2

____ ____. ____ ____ × ____ =

____ ____ .____ ____ × ____ =

__________

__________

____ ____ .____ ____ × ____ =

____ ____. ____ ____ × ____ =

__________

__________

____ ____ .____ ____ × ____ =

____ ____. ____ ____ × ____ =

__________

__________

____ ____. ____ ____ × ____ =

____ ____ .____ ____ × ____ =

__________

__________

____ ____. ____ ____ × ____ =

____ ____. ____ ____ × ____ =

__________

__________

____ ____. ____ ____ × ____ =

____ ____ .____ ____ × ____ =

__________

__________

Player 1: Start ______ ______ ______ ______ ______ ______

Finish

Player 2: Start ______ ______ ______ ______ ______ ______ Finish

© Shell Education

#51292—Math Games: Skill-Based Practice

61

Number and Operations in Base Ten

Race Is On Digit Cards

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

62

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Race Is On

Digit Cards (cont.)

0

1

2

3

4

5

6

7

8

9

© Shell Education

#51292—Math Games: Skill-Based Practice

63

Number and Operations in Base Ten

Race to the Top Domain Number and Operations in Base Ten

Standard Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

• Copy and cut out four sets of Race to the Top Cards for each pair of players. • Copy one Race to the Top Grid and one Race to the Top Recording Sheet for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players shuffle the Race to the Top Cards and place them facedown in a stack.

Number of Players 2 Players

Materials • Race to the Top Grid (page 66) • Race to the Top Recording Sheet (page 67) • Race to the Top Cards (page 68)

64

#51292—Math Games: Skill-Based Practice

3 Each player draws a card.

The player with the lower number goes first. Cards are placed at the bottom of the deck.

4 Player 1 draws two Race to the

Top Cards, locates the array on the Race to the Top Grid, multiplies the two numbers, and records the product on the Race to the Top Recording Sheet. For example, Player 1 draws 0.4 and 0.2, and then locates an array of 0.4 by 0.2 on the grid. Player 1 sees that the array has 8 squares, with each 1 of the square representing 100 entire grid, so he or she writes 0.4 × 0.2 = 0.08 in the first space of his or her “Product” column on the Race to the Top Recording Sheet.

© Shell Education

Number and Operations in Base Ten

Race to the Top x

0.2

0.4

(cont.)

6 On the next turn, Player 1 draws

two cards, finds the array, multiplies the numbers, and records the answer. Player 1 then adds this product to the previous product to get a “Running Total.”

7 Players continue taking turns.

On subsequent draws, players add the previous product to the new product so they have a running total.

8 40 cards are needed for 10 rounds 5 Player 2 repeats step 4.

of Race to the Top. No Race to the Top Cards should remain at the end.

9 The winner is the player with

the greater “Running Total” after 10 rounds.

© Shell Education

#51292—Math Games: Skill-Based Practice

65

Number and Operations in Base Ten

Race to the Top Grid

Directions: Use the grid to locate the array, multiply the two numbers.

x

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

66

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations in Base Ten

Name:______________________________________________  Date:________________________

Race to the Top Recording Sheet

Directions: Use the sheet to record your products and determine the running total. Player 1 Product

© Shell Education

Running Total

Player 2 Product

Running Total

#51292—Math Games: Skill-Based Practice

67

Number and Operations in Base Ten

Race to the Top Cards

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

68

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1.0

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Chase Is On Domain Number and Operations—Fractions

Standard Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

• Copy one of the four Chase Is On Game Boards for each pair of players. • Copy and cut out a Chase Is On Operation Cube for each pair of players. • Collect two markers, two number cubes, and a calculator for each pair of players.

Number of Players

Game Directions

2 Players

1 Distribute materials to players. 2 Each player chooses a

Materials • Chase Is On Game Board 1–4 (pages 71–74) • Chase Is On Operation Cube (page 75) • two different colored markers • number cubes • calculators (to check answers, if needed)

© Shell Education

different colored marker.

3 Players take turns rolling a

number cube. The player who rolls the higher number is Player 1.

4 Player 1 rolls the two number cubes and the Chase Is On Operation Cube.

#51292—Math Games: Skill-Based Practice

69

Number and Operations—Fractions

Chase Is On 5 Player 1 uses the two numbers

in any order to form an ordered pair for a square on the Chase Is On Game Board. Then the player finds the two fractions indicated by each coordinate and performs the operation. For example, Player 1 rolls a 3 and 5. He or she may locate the cell with coordinates (3, 5) or (5, 3). If the operation is addition and cell (3, 5) is selected, the player adds 35 + 1 12 (the fractions indicated by coordinates [3, 5] respectively).

6 Player 1 performs the identified

operation, and if correct, writes the answer in the proper cell with his or her colored marker.

(cont.)

8 Each player scores one point for a correct answer, and a three-point bonus for every arrangement of four (in a row, square, diagonal, or column).

9 Each player records his or her

score at the bottom of the game board at the end of each round.

0 If a cell is already filled, a player

must use the other cell with their coordinates. If both are filled, the player loses that turn.

The game continues for 10 rounds. a The player with more points is the winner.

7 Player 2 repeats steps 4 to 6.

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#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Name:______________________________________________  Date:________________________

Chase Is On Game Board 1

Directions: Use the two numbers rolled to form an ordered pair. Locate the cell with your coordinates and add or subtract the two fractions listed in the coordinating row and column. Write the answer in the cell. Add up your score at the end of each round (1 point for a correct answer, 3-point bonus for arrangement of four in a row, square, column, or diagonal).

6

1 2  3

5

3  5

4

2 1  8

3

1  2

2

1  4

1

2 3  5

y x

2 1  2

3 1  4

1 1  2

7  8

1 3  8

2 1  8

1

2

3

4

5

6

Player 1:

Total:

Player 2:

Total:

© Shell Education

#51292—Math Games: Skill-Based Practice

71

Number and Operations—Fractions

Name:______________________________________________  Date:________________________

Chase Is On Game Board 2

Directions: Use the two numbers rolled to form an ordered pair. Locate the cell with your coordinates and add or subtract the two fractions listed in the coordinating row and column. Write the answer in the cell. Add up your score at the end of each round (1 point for a correct answer, 3-point bonus for arrangement of four in a row, square, column, or diagonal).

6

1 2  3

5

3  5

4

2 1  8

3

1  2

2

1  4

1

1  4

y x

72

1 1  5

2 3  4

1 1  6

2 5  8

1 1  2

2 1  4

1

2

3

4

5

6

Player 1:

Total:

Player 2:

Total:

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Name:______________________________________________  Date:________________________

Chase Is On Game Board 3

Directions: Use the two numbers rolled to form an ordered pair. Locate the cell with your coordinates and add or subtract the two fractions listed in the coordinating row and column. Write the answer in the cell. Add up your score at the end of each round (1 point for a correct answer, 3-point bonus for arrangement of four in a row, square, column, or diagonal).

6

1  2

5

1  4

4

3  5

3

3  4

2

1  5

1

5  8

y x

2 1  2

3 1  4

1 1  2

7  8

7  8

2 1  8

1

2

3

4

5

6

Player 1:

Total:

Player 2:

Total:

© Shell Education

#51292—Math Games: Skill-Based Practice

73

Number and Operations—Fractions

Name:______________________________________________  Date:________________________

Chase Is On Game Board 4

Directions: Use the two numbers rolled to form an ordered pair. Locate the cell with your coordinates and add or subtract the two fractions listed in the coordinating row and column. Write the answer in the cell. Add up your score at the end of each round (1 point for a correct answer, 3-point bonus for arrangement of four in a row, square, column, or diagonal). .

6

1  2

5

1  4

4

3  5

3

3  4

2

1  5

1

5  8

y x

74

1 1  5

2 3  4

1 1  6

2 5  8

1 1  2

2 1  4

1

2

3

4

5

6

Player 1:

Total:

Player 2:

Total:

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Chase Is On Operation Cube

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

+ +

−

+

− − © Shell Education

#51292—Math Games: Skill-Based Practice

75

Number and Operations—Fractions

Taking Out the Board Fractions Domain Number and Operations—Fractions

Standard Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

• Copy a Taking Out the Board Fractions Game Board for each pair of players. • Collect two number cubes and two game pieces for each pair of players. • Collect scratch paper or a whiteboard and marker for each player.

Number of Players 2 Players

Game Directions

Materials

1 Distribute materials to players. 2 Players place their game

• Taking Out the Board Fractions Game Board (pages 78–79) • game pieces for each player (e.g., two-color counters, small colored cubes, mini erasers)

pieces on “Start.”

3 Each player rolls one number cube. The player with the lower number is Player 1.

• number cubes • scratch paper or individual whiteboards and markers

76

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Taking Out the Board Fractions

(cont.)

4 Player 1 rolls both number cubes

7 If Player 1 performs the operation

5 Player 1 rolls one number cube

8 Player 2 repeats steps 4 to 7. 9 The first player to reach

to create a proper fraction and records the fraction on scratch paper or a whiteboard. The lower roll is the numerator and the higher roll is the denominator. If a player rolls doubles, he or she rolls again.

and moves his or her game piece forward on the game board the number of spaces indicated.

correctly, he or she remains on the space. If Player 1 performs the operation incorrectly, he or she moves his or her marker to the previous game space.

“Finish” wins! Note: the roll doesn’t have to be exact.

6 Using scratch paper, Player 1

multiplies the proper fraction he or she rolled by the whole number or fraction on the Taking Out the Board Fractions Game Board.

© Shell Education

#51292—Math Games: Skill-Based Practice

77

Number and Operations—Fractions

Taking Out the Board Fractions Game Board

Directions: Cut out the game board. Tape it to the game board on page 79.

5 6

5 8

4 5

2

1 3

4 1 6 1 5 2 3

Finish Start

78

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Taking Out the Board Fractions Game Board (cont.)

3 4

2 3

3 5 7 8

tape here

5 5 8 2 5 2 5 © Shell Education

1 8

3

#51292—Math Games: Skill-Based Practice

79

Number and Operations—Fractions

Fraction Checkers Domain Number and Operations—Fractions

Standards Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

• Copy and cut out a Fraction Checkers Game Board for each pair of players. • Collect two number cubes and 12 red and 12 black game pieces for each pair of players.

Game Directions Number of Players 2 Players

Materials • Fraction Checkers Game Board (pages 82–83) • game pieces • number cubes • scratch paper and pencils

1 Distribute materials to players. 2 Each player rolls one number cube. The player with the lower number is Player 1. Player 1 is assigned the red game pieces.

3 Players put all of their game

pieces on the shaded squares on opposite sides of the board, just like in checkers.

4 Player 1 moves his or her

game piece on the board. All rules for moving in checkers are followed (players move forward diagonally and capture opponents by jumping them). A player may only make one jump per turn.

80

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Fraction Checkers 5 Player 1 rolls the two number

cubes and forms a proper fraction. The lower number is the numerator, and the higher roll is the denominator. If doubles are rolled, the player rerolls one number cube.

(cont.)

7 Player 2 repeats steps 4 to 6. 8 The winner is the first player to have a game piece reach the opposite side of the board.

6 Player 1 uses the created fraction as a factor or dividend with the equation located on the game board space. He or she can use scratch paper and pencil to work out the problem. If the player performs the operation correctly, he or she stays on the space. If the operation is performed incorrectly, the player must return to the previous space.

© Shell Education

#51292—Math Games: Skill-Based Practice

81

Number and Operations—Fractions

Fraction Checkers Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 83.

Fraction × ×

2  3

7  8

× ÷

× ÷

÷

÷

82

3  14

3  8

1  5

#51292—Math Games: Skill-Based Practice

2  5

÷3 ÷

÷

÷ 2  7

3  16

2  11

5  8

3  4

2  3

×1

×

÷4 ÷

3  4

© Shell Education

Number and Operations—Fractions

Fraction Checkers Game Board (cont.)

Checkers × ×

4  5

2  3

×2 ×

1  3

tape here

×3 ÷

3  8

÷ ÷

÷

© Shell Education

5  6

2  12

2  7

2  10

÷ ×

÷ ×

×2

3  12

5  12

2  3

×6 ×

1  5

#51292—Math Games: Skill-Based Practice

83

Number and Operations—Fractions

Multiplication Madness Domain Number and Operations—Fractions

Standard Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Number of Players 2 Players

• Copy the Multiplication Madness Game Board for each pair of players. • Copy and cut out one Multiplication Madness Spinner for each pair of players. • Collect 24 game pieces in two different colors, a paperclip, and a pencil for each pair of players. • Collect scratch paper or a whiteboard and marker for each player.

Materials • Multiplication Madness Game Board (page 86) • Multiplication Madness Spinner (page 87) • paperclips and pencils • 24 game pieces each of two different colors • scratch paper or individual whiteboards and markers

84

#51292—Math Games: Skill-Based Practice

Game Directions

1 Distribute materials to players. 2 Each player selects a game piece color.

3 Players each flick the

paperclip around the pencil in the center of the Multiplication Madness Spinner. The player who spins the lower number is Player 1.

© Shell Education

Number and Operations—Fractions

Multiplication Madness 4 Player 1 places a game piece on

any open cell of the Multiplication Madness Game Board and calculates the product of the row and column headings.

5 Player 1 spins twice and creates

a proper fraction from the spin results. The lower spin is designated as the numerator, and the higher spin is the denominator. If the same number is spun, respin.

(cont.)

7 If Player 1 performs the operation

correctly, he or she leaves the game piece on the game board. If the player is incorrect, he or she removes the game piece from the game board.

8 Player 2 repeats steps 4 to 7. 9 The first player who places his or

her game pieces on four squares in a row (horizontally, vertically, or diagonally) wins!

6 Using scratch paper, Player 1

multiplies the created fraction by the product of the selected cell.

© Shell Education

#51292—Math Games: Skill-Based Practice

85

Number and Operations—Fractions

Multiplication Madness Game Board

Directions: Place your game piece on any open cell and solve the product on a piece of scratch paper. Spin the spinner twice to get a fraction, then multiply the fraction by the product of the selected cell. If answered correctly, leave the game piece on the cell. The first player to have four game pieces in a row wins!

X

1

2

3

4

5

6

1

2

3

4

5

6

86

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

Multiplication Madness Spinner

Directions: Copy and cut out one spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

12

s

4

n ad es

8

7

© Shell Education

3

nM

9

2

t io

10

i c l a p i t

M ul

11

1

6

5

#51292—Math Games: Skill-Based Practice

87

Number and Operations—Fractions

4 Square Division Domain Number and Operations—Fractions

Standard Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

• Copy one 4 Square Division Game Board for each pair of players. • Copy and cut out a 4 Square Division Spinner for each pair of players. • Collect 24 game pieces (in two different colors), a paperclip, pencil, and calculator for each pair of players.

Number of Players 2 Players

Game Directions

Materials

1 Distribute materials to players. 2 Each player selects a game

• 4 Square Division Game Board (page 90) • 4 Square Division Spinner (page 91) • paperclips and pencils • 24 game pieces each of two different colors

piece color.

3 Players each spin the

paperclip around the pencil in the center of the spinner. The player who spins the higher number goes first.

• calculators (to check answers, if needed)

88

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

4 Square Division 4 Player 1 places a game piece

on any open cell of the 4 Square Division Game Board and calculates the product of the row and column headings.

5 Player 1 spins twice and creates

a proper fraction from the spin results. The lower spin is designated as the numerator, and the higher spin is the denominator. If the same number is spun, respin.

(cont.)

6 Player 1 divides the created

fraction by the product of the selected cell.

7 If Player 1 performs the operation correctly, he or she leaves the game piece. If the player is incorrect, he or she removes the game piece from the sheet.

8 Player 2 repeats steps 4 to 7. 9 The first player who places his or

her game pieces on four squares in a row (horizontally, vertically, or diagonally) wins!

© Shell Education

#51292—Math Games: Skill-Based Practice

89

Number and Operations—Fractions

4 Square Division Game Board

Directions: Place a game piece on any open cell and solve the product. Spin the spinner twice to get a fraction, then divide the fraction by the product of the selected cell. If answered correctly, leave the game piece on the cell. The first player to have four game pieces in a row wins!

1

2

3

4

5

6

1 2 3 4 5 6

90

#51292—Math Games: Skill-Based Practice

© Shell Education

Number and Operations—Fractions

4 Square Division Spinner

Directions: Copy and cut out one spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

12 11

1 2

10

3

9

4 8 7

© Shell Education

6

5

#51292—Math Games: Skill-Based Practice

91

Measurement and Data

Volume Construction Domain Measurement and Data

Standard Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base.

• Copy one Volume Construction Recording Sheet for each pair of players. • Copy and cut out one Volume Construction Spinner for the class. • Collect stacking cubes for each pair of players. • Collect a timer, paperclip, and pencil to be used with the whole class.

Number of Players

Game Directions

Whole Class (in pairs)

1 Distribute materials to players. 2 The game leader (teacher

Materials • Volume Construction Spinner (page 94) • Volume Construction Recording Sheet (page 95) • paperclips and pencils • stacking cubes

or an assigned lead player) flicks the paperclip around the pencil in the center of the Volume Construction Spinner and announces the number to the class, and then starts the timer. The game leader can vary the time allotted as desired.

• timer

92

#51292—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Volume Construction 3 Players work in pairs to create one or more rectangular prisms with the indicated number of cubes. For example, if the number spun is 6, players could use their cubes to create prisms that are 1 × 2 × 3 and 1 × 1 × 6. Players must complete their construction before the timer goes off.

4 Players record the dimensions and

volume of their rectangular prisms on their recording sheet, and then share as a class the dimensions of their rectangular prisms.

5 The game leader again spins the

spinner. The spins are combined to create a new volume. For example, if the second spin is 9, players now have 6 + 9 = 15 cubes and may create a rectangular prism that is 1 × 3 × 5.

© Shell Education

(cont.)

6 Play continues for a

pre‑determined number of spins. Determine the number of spins based on the number of stacking cubes available and player skill level.

7 Players tally their points to determine the winners.

Scoring: • Any prism including a dimension of 1 cube scores 3 points. • Any prism including a dimension of 2 or more cubes scores 8 points. • Any prism including a dimension of 3 or more cubes scores 15 points.

#51292—Math Games: Skill-Based Practice

93

Measurement and Data

Volume Construction Spinner

Directions: Copy and cut out one spinner for the class. For steps on how to assemble this spinner, see page 10.

12 11

2

10

3

9

4 8 7

94

1

#51292—Math Games: Skill-Based Practice

6

5

© Shell Education

Measurement and Data

Name:______________________________________________  Date:________________________

Volume Construction Recording Sheet

Directions: Listen to the number announced by the game leader. Work with your partner to use this number of cubes to build a rectangular prism. Record the volume and dimensions of your rectangular prism and calculate your points. Volume

Dimensions

Points

Total Score: Scoring • Any prism including a dimension of 1 cube scores 3 points. • Any prism including a dimension of 2 or more cubes scores 8 points. • Any prism including a dimension of 3 or more cubes scores 15 points.

© Shell Education

#51292—Math Games: Skill-Based Practice

95

Measurement and Data

Dash to the Finish Domain Measurement and Data

Standard Make a line plot to display a data set of measurements in fractions of a unit ( 12 , 14 , 18 ). Use operations on fractions for this grade level to solve problems involving information presented in line plots.

• Copy and cut out one Dash to the Finish Game Board and one Dash to the Finish Spinner for each pair of players. • Copy one Dash to the Finish Recording Sheet for each pair of players. • Collect game pieces, a paperclip, pencil, and number cube for each pair of players.

Number of Players 2 Players

Game Directions

Materials

1 Distribute materials for players. 2 Players place their game

• Dash to the Finish Game Board (pages 98–99) • Dash to the Finish Recording Sheet (page 100) • Dash to the Finish Spinner (page 101) • game pieces for each player (e.g., two-color counters, small colored cubes, mini erasers) • paperclips and pencils • number cubes

96

#51292—Math Games: Skill-Based Practice

pieces on “Start.”

3 Both players flick the paperclip around the pencil in the center of the Dash to the Finish Spinner and move their game pieces to that number on the Dash to the Finish Game Board.

4 Players take turns rolling a

number cube. The player who rolls the higher number is Player 1.

© Shell Education

Measurement and Data

Dash to the Finish 5 Player 1 spins the Dash to the

Finish Spinner again and adds the fraction on the spinner to his or her current fraction location, records the operation and answer on the Dash to the Finish Recording Sheet, and then moves to the new location. For example, if Player 1 first spins 14 , he or she moves to 14 on the game board. On his or her second turn, Player 1 spins 12 . Player 1 then adds 14 and 12 to get 34 . Player 1 records the operation and answer on the recording sheet and moves his or her game piece to 34 .

© Shell Education

(cont.)

6 Player 2 repeats step 5. 7 The first player to reach or pass “Finish” wins!

#51292—Math Games: Skill-Based Practice

97

Measurement and Data

Dash to the Finish Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 99.

Start

0

98

1 8

1 4

3 8

1 2

5 8

#51292—Math Games: Skill-Based Practice

3 4

7 8

1

1 8

1 4

3 8

1 2

© Shell Education

5 8

3 4

Measurement and Data

Dash to the Finish Game Board (cont.)

3 8

1 2

5 8

3 4

7 8

2

1 8

1 4

3 8

1 2

5 8

3 4

7 8

3

tape here

1 4

Finish

© Shell Education

#51292—Math Games: Skill-Based Practice

99

Measurement and Data

Name:______________________________________________  Date:________________________

Dash to the Finish Recording Sheet

Directions: Record the fraction for the game board space you are on, then spin the spinner and record the new fraction. Add the two fractions together to get your new game board location. The first player to the finish wins!

100

Player 1

Player 2

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

_____ + _____ = _____

#51292—Math Games: Skill-Based Practice

© Shell Education

Measurement and Data

Dash to the Finish Spinner

Directions: Copy and cut out one spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

7 8

1 2 1 4

5 8 3 8

© Shell Education

3 4

1 8

#51292—Math Games: Skill-Based Practice

101

Geometry

Digging for Treasure Domain Geometry

Standard Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond.

• Copy and cut out one Digging for Treasure Game Board for each player. • Copy one Digging for Treasure Recording Sheet for each player. • Collect a number cube for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players take turns rolling a number cube. The player who rolls the higher number is Player 1.

3 Each player independently Number of Players 2 Players

Materials

chooses 4 “mines” on his or her Digging for Treasure Game Board (see mine descriptions below), labels them D, G, S, or T, and then shades the areas.

• Digging for Treasure Game Board (pages 104–105)

D = diamond mine: 1 × 1 square worth 5 points (4 coordinates)

• Digging for Treasure Recording Sheet (page 106)

G = gold mine: 2 × 2 square worth 3 points (9 coordinates)

• number cubes

S = silver mine: 1 × 3 rectangle worth 2 points (8 coordinates) T = tin mine: 2 × 3 rectangle worth 1 point (12 coordinates)

102

#51292—Math Games: Skill-Based Practice

© Shell Education

Geometry

Digging for Treasure 4 Player 1 names an ordered pair of numbers and marks the point with an X on his or her game board.

5 Player 2 also marks the point

with an X on his or her grid, and announces the result: “Hit a mine” and the type of mine, or “Missed all mines.” “Hit a mine” is any (x, y) point in the interior or on the perimeter of a shape.

(cont.)

6 Player 1 records the coordinates, result, and points on his or her Digging for Treasure Recording Sheet.

7 Player 2 repeats steps 4 to 6. 8 Play continues for 20 guesses per player.

9 The winner of the game is the

player with more points at the end of 20 rounds.

© Shell Education

#51292—Math Games: Skill-Based Practice

103

Geometry

Digging for Treasure Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 105.

Digging for Treasure

20

15

10

5

0 104

#51292—Math Games: Skill-Based Practice

5

1 © Shell Education

Geometry

Digging for Treasure Game Board (cont.)

tape here

Digging for Treasure

0 © Shell Education

15

20 #51292—Math Games: Skill-Based Practice

105

Geometry

Name:______________________________________________  Date:________________________

Digging for Treasure Recording Sheet

Directions: Record the coordinates, result (hit or miss), and points for each of your guesses. Coordinates

Result

Points

Total: 106

#51292—Math Games: Skill-Based Practice

© Shell Education

Geometry

Space Exploration Domain Geometry

Standard Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond.

Number of Players 2 Players

Materials • Space Exploration Game Board (pages 109–110) • Space Exploration Spinner (page 111) • Space Exploration Recording Sheet (page 112) • paperclips and pencils

© Shell Education

• Copy and cut out two Space Exploration Game Board and one Space Exploration Spinner for each pair of players. • Copy two Space Exploration Recording Sheets for each pair of players. • Collect a paperclip and pencil for each pair of players.

Game Directions

1 Distribute materials to players. 2 Players flick the paperclip around the pencil in the center of the Space Exploration Spinner. The player with the lower number is Player 1 and goes first.

3 Each player independently

chooses 3 different targets on his or her Space Exploration Game Board (see descriptions below), labels them, and then shades the areas.

5 planets: 1 × 1 square worth 5 points (4 coordinates)

1 Sun: 2 × 2 square worth 2 points (9 coordinates) 5 solar systems: 2 × 3 or 3 × 2 rectangle worth 1 point (12 coordinates) #51292—Math Games: Skill-Based Practice

107

Geometry

Space Exploration 4 Player 1 spins the spinner twice

to create an ordered pair. Player 1 locates the point on the grid and determines if the point "hits" a target. A “hit” is any (x, y) point in the interior or on the perimeter of the shape.

(cont.)

5 Player 1 records the point values

on his or her Space Exploration Recording Sheet for the hit, if any.

6 Player 2 repeats steps 4 and 5. 7 Play continues for 20 rounds. 8 The winner of the game is the

player with more points at the end of 20 rounds.

108

#51292—Math Games: Skill-Based Practice

© Shell Education

Geometry

Space Exploration Game Board

Directions: Copy and cut out the game board. Tape it to the game board on page 110.

Space Exploration

10

5

0 © Shell Education

#51292—Math Games: Skill-Based Practice

109

Geometry

Space Exploration Game Board (cont.)

tape here

Space Exploration

5

110

10

#51292—Math Games: Skill-Based Practice

© Shell Education

Geometry

Space Exploration Spinner

Directions: Copy and cut out one spinner for each pair of players. For steps on how to assemble this spinner, see page 10.

7

Spa

n a ti o

3

© Shell Education

plo

4

e E c

x

5

9

2

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6

8 10 0

1

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Geometry

Space Exploration Recording Sheet

Directions: Record the coordinates, results (hit or miss), and points scored. Coordinates

Result

Points

Total:

112

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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



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.

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Appendix B

Digital Resources Student Resources Page(s) 18

Filename

Track Meet Game Spinner

trackspinner.pdf

19–20

Track Meet Game Board

trackboard.pdf

22–26

Make a Match Game Cards

makeamatchcards.pdf

29–30

Back to Earth Game Board

earthboard.pdf

31

Back to Earth Recording Sheet

earthsheet.pdf

32

Back to Earth Value Cards

earthcards.pdf

35

Drag Race Game Sheet

dragsheet.pdf

36

Drag Race Digit Cards

dragcards.pdf

Winner Takes All Decimal Cards

winnercards.pdf

42

Compare It Recording Sheet

comparesheet.pdf

43

Compare It Spinner

comparespinner.pdf

46

Greater Than/Less Than Spinner

greatlessspin.pdf

47

Greater Than/Less Than Recording Sheet

greatlesssheet.pdf

A-Round the World Digit Cards

aroundcards.pdf

52

A-Round the World Spinner

aroundspinner.pdf

53

A-Round the World Recording Sheet

aroundsheet.pdf

Car Chase Game Board

carchaseboard.pdf

58

Car Chase Spinner

carchasespin.pdf

61

Race Is On Game Sheet

raceonsheet.pdf

62–63

Race Is On Digit Cards

raceoncards.pdf

66

Race to the Top Grid

racetopgrid.pdf

67

Race to the Top Recording Sheet

racetopsheet.pdf

68

Race to the Top Cards

racetopcards.pdf

71–74

Chase Is On Game Board 1–4

chaseboards.pdf

75

Chase Is On Operation Cube

chaseoncube.pdf

78–79

Taking Out the Board Fractions Game Board

takingoutboard.pdf

82–83

Fraction Checkers Game Board

fractioncheckers.pdf

38–39

50–51

56–57

114

Title

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Appendix B

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

Title

Filename

86

Multiplication Madness Game Board

multmadboard.pdf

87

Multiplication Madness Spinner

multmadspinner.pdf

90

4 Square Division Game Board

4squareboard.pdf

91

4 Square Division Spinner

4squarespinner.pdf

94

Volume Construction Spinner

volumespinner.pdf

95

Volume Construction Recording Sheet

volumesheet.pdf

Dash to the Finish Game Board

dashboard.pdf

100

Dash to the Finish Recording Sheet

dashsheet.pdf

101

Dash to the Finish Spinner

dashspinner.pdf

Digging for Treasure Game Board

digboard.pdf

Digging for Treasure Recording Sheet

digsheet.pdf

Space Exploration Game Board

spaceboard.pdf

111

Space Exploration Spinner

spacespinner.pdf

112

Space Exploration Recording Sheet

spacesheet.pdf

98–99

104–105 106 109–110

Additional Resources Title CCSS, WIDA, and TESOL

© Shell Education

Filename standards.pdf

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Notes

116

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Notes

© Shell Education

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Notes

118

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Notes

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Notes

120

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© Shell Education

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