Math Games: Skill-Based Practice for First Grade [1 ed.] 9781425896096, 9781425812881

Citation preview

1 Grade

Ted H. Hull Ruth Harbin Miles Don S. Balka

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

Consultant

Publishing Credits

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

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

Image Credits all images Shutterstock

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

Shell Education

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

ISBN 978-1-4258-1288-1

© 2014 Shell Educational Publishing, Inc.

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

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

How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Correlation to the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Math Games Domain: Operations and Algebraic Thinking Post Office Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 I Can Solve It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Mix-Up, Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 It’s a Fact! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Speedy Counters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Climb to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Unknown Number Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Domain: Numbers and Operations in Base Ten The Next 3 …. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Place Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Roll It! Place Value Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Handy Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Ten: More or Less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Multiples Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

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Table of Contents (cont.) Domain: Measurement and Data Simon Says, Compare Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Measurement, Measurement, Measurement . . . . . . . . . . . . . . . . . . . . . . . . 96 It’s the Right Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Graph It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Domain: Geometry Tell Me About It Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Shape-Maker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Sharing Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Appendices Appendix A: References Cited and Accessing the Digital Resources . . . 138 Appendix B: Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

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Introduction

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

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

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

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Introduction

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

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

Students need to be actively engaged in learning.

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

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Introduction

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

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How to Use This Book

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

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

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

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How to Use This Book

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

Opera tions and Algebraic Thinki ng

Post Office Ga me 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.

Standard

• Copy and cut out one set of Envelope Game Cards and glue one on each of the 20 white envelopes. • Copy and cut out one set of Mailbox Temp lates and glue one on each of the 20 5” x 8” manila envelopes.

Use addition and subtractio n within 20 to solve word problems invol situations of ving adding to, takin g from, putting toget her, taking apar t, and comparing with unknowns in all positions (e.g., by using objec ts, drawings, and equations with a symbol for the unknown number to repre the problem). sent

• Collect ma nipulative cubes, pencils, and drawing pape r for each team of playe rs.

Number of Pla yers

Whole class divided into two teams

Materials

• drawing p aper • document cam

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Game Directio ns

1

• Mailbox Temp lates (pages 18–27) • Envelope Game Cards (pages 28– 37) • 20 white e nvelopes • 20 5” x 8” manila envelop es • manipulat ive cubes • pencils

era (optional)

th Games: Skill-B ased

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.

Distribute mate rials and selec t a leader and a postal work er for each team .

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The leader arran ges 20 manila “mailbox” enve lopes in front of the class, poss ibly on a ledge of a large white board, for all students to see. The leader shuffles the white envelopes and hands an envelope to the Team 1 posta l worker to deliver randomly to a player on his or her team .

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The team leade r reads the word problem aloud and, if available, proje cts it onto a document came ra for the class to view.

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 page 139–140).

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.

2:00

5:30 10

10

2

9 7

6

11 12 1

10

2

9

3 4

8

7

5

4:30

10

11 12 1

2 3

7

6

5

6

2:30

10

5 10

11 12 1

9

2

10

7

6

11 12 1

10

3

10

4

8

5

7

6

11 12 1

9

5

3 7

6

5

6

5

Move Back 1 Space

10

3 6

5

10:00

11 12 1

2

9

1:00

2 4

8

2 4

8

3 7

7

9

2 4

8

2

9

3 4

8

11 12 1

11 12 1

9

4:30

4

8

3 7

11:00

9

2 4

8

5

6

11 12 1

9

3 4

8

It’s the Right Time

Move Ahead 1 Space

12:00

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.

11 12 1

3 4

8 7

5

6

True or False

Opera tions and Algebraic Thinki ng

Cards

Directions: Co each team of py and cut out one set of cards for players.

6 + 2 = 10 –

2

3+3=6–

2

9–2=4+

3

15 – 5 = 10

+0

17 – 9 = 6 +

2

17 – 5 = 8 +

4

12 + 3 = 15

–3

16 – 2 = 13

+3

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Practi ce for First Grade

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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)

1.OA.1—Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Post Office Game (p. 16)

1.OA.A.2—Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

I Can Solve It! (p. 38)

1.OA.B.3—Apply properties of operations and strategies to add and subtract. Example: if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property).

Mix-Up, Match-Up (p. 42)

1.OA.B.4—Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

It’s a Fact! (p. 47)

1.OA.C.5—Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Speedy Counters (p. 51)

1.OA.C.6—Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalents to easier or known sums.

Climb to the Top (p. 60)

1.OA.D.7—Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

True or False (p. 64)

1.OA.D.8—Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations: 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?

Unknown Number Game (p. 67)

1.NBT.A.1—Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

The Next 3… (p. 72)

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Correlation to the Standards

Standards Correlation Chart (cont.) Standard

Game(s)

1.NBT.B.2—Understand that the two digits of a two-digit number represent amounts of tens and ones.

Place Value (p. 73)

1.NBT.B.3—Compare two two-digit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and