box cars and one-eyed jacks · 2016. 6. 1. · box cars and one-eyed jacks games & activities...

Box Cars and One-Eyed Jacks

GAMES & ACTIVITIES GRADE 3-5

JOHN FELLING

SCOTTSDALE, AZ July 2016

[email protected] phone 1-866-342-3386 / 1-780-440-6284

fax 1-780-440-1619

boxcarsandoneeyedjacks.com BoxCarsEduc

BoxcarsEducation

Games & Strategies in Your Classroom

1. To Teach or Introduce Concepts, Develop Math Vocabulary

2. Provide Starting Point for Planning Differentiated Instruction,

Guided Math

3. Quick Math Warm Ups / Practice & Review Concepts

4. Assessment Opportunities

5. Linking and Revisiting Concepts for Review, Practice and

Assessment

6. Cross-Graded Groupings – Kids Teaching Kids – Peer & Cross-

Graded Support

7. After School Programs

8. Math Back Packs / Family Math / Home Connections

9. Centers / Inside Days / Full Moon Fridays

10. Math Clubs / Inventing Games

MATH GAMES = POWERFUL TEACHING STRATEGY

2

ROLL REGULAR DICE TO BUILD PLACE VALUE AS FOLLOWS

2 DICE: TENS / ONES

3 DICE: HUNDREDS / TENS / ONES

4 DICE: THOUSANDS / HUNDREDS / TENS / ONES

5 DICE: TEN THOUSANDS / THOUSANDS / HUNDREDS / TENS / ONES

6 DICE: HUNDRED THOUSANDS / TEN THOUSANDS / THOUSANDS / HUNDREDS / TENS / ONES

ROLL NUMBER EXPANDED NUMBER 1

2

3

4

5

6

7

8

9

10

Roll dice, arrange for greatest possible number

First to call ROCK & ROLL scores 5 POINTS

All other players must freeze their dice when ROCK & ROLL is called.

If a player's number is greater than the player who called ROCK & ROLL, they also get 5 POINTS

ROCK & ROLL

3

Wha

t's M

y N

umbe

r H

undr

ed

Mill

ions

Te

n M

illio

ns

Mill

ions

H

undr

ed

Thou

sand

s Te

n Th

ousa

nds

Thou

sand

s H

undr

eds

Tens

O

nes

My

Num

ber

•U

se 0

-9 D

ice

•R

oll a

nd th

en re

cord

on

shee

t to

build

num

ber.

Com

pare

num

bers

with

opp

onen

t at e

nd o

f rou

nd.

Larg

est n

umbe

r win

s.•

For 3

pla

yers

, the

bet

wee

n nu

mbe

r win

s (ie

not

larg

est o

r sm

alle

st)

•R

ando

mly

cho

ose

spec

ific

plac

e va

lue,

com

pare

with

opp

onen

t. L

arge

st n

umbe

r win

s.

4

BETWEENERSLEVEL: Grade 3 - 4

CONCEPTS: ordering whole numbers and decimals, analytical thinking

PLAYERS: 3 or 4

EQUIPMENT: 1 x 3-in-a-cube die per player, 1 recording sheet per player

GOAL: to have a between number in each round

GETTING STARTED:To begin, record the names of all the players in the round on the recording sheets. All players shake their 3-in-a-cube die. On STOP players peek at their die, mentally figure out possible numbers they can makefrom their roll and then record one of the possibilities next to their name on their recording sheet. Playersthen in turn announce their numbers while their opponents record each player's number next the their nameon that round. Players compare all the numbers in the round.EXAMPLE:

Player Number

John 456Jane 321Norm 415

"John's 456 is GREATEST. Jane's 321 is LEAST. Norm's 415 is BETWEEN 321 and 456."

Players circle 415 and Norm earns a point for the round.

STRATEGIZING...

math thinking

John: "456 is the least I can make but has the best chance to be the BETWEEN number for the round."

math thinking

Jane: "321 is the greatest I can make but has the best chance to be the BETWEEN number for the round."

math thinking

Norm: "541 is too large to win, 145 is too small to win, my best chance is either 451 or 415. 415 is closer to the middle and is my best chance to be the BETWEEN number.

©Box Cars and One-Eyed Jacks 7

BETWEENERSVARIATIONS:1. 4 Player Version - Rules and scoring remain the same, however there can be two between numbers in

a round, with two players earning points if their numbers fall between...2. Students must place a decimal point in their number (eg roll 4,6,1 - 46.1, 4.61, .0461) Rules and

scoring remain the same.

primary

1. Players make the largest number they can with their roll. They compare theirnumbers and the BETWEEN number wins a point.

2. Players roll one 0-9 double dice and play a 10's and 1's version. Players mustdecide which die (inside or outside) will represent the 10's and 1's place .....

1. Players use their three numbers in a math sentence with the goal of having theanswer being between the answers of their opponents.

Player Number

John 5 × (6 - 4) = 10Jane (2 + 1) × 3 = 9Norm 5 + 4 - 1 = 8

EXAMPLE:

math thinking

John: "What makes a good BETWEEN answer? I'm thinking something between 8 and 15." math

thinking

Jane: "3, 2 and 1 are small numbers so I need to maximize the answer I can get with them."math

thinking

Norm: "Answers around 7 or 8 have been winners in the past few rounds so I want an answer close to those."

math talk

John: " I first subtracted 4 from 6 so I had to place that in parentheses. I then multiplied the difference of (6-4) by 5 to get an answer of 10."Jane: "I placed 2+1 in parentheses because I wanted to have that done first so I could multiply the sum of (2+1) by 3 to give me a product of 9 for an answer."Norm: "I added 5+4 to get 9 then subtracted the 1 to get a final answer of 8."

middle

years


BETWEENERS & CUBIC MYSTERY RECORDING SHEET

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

PLAYER NUMBER

©Box Cars and One-Eyed Jacks

9

Place Value Patterns Students typically begin pattern work in the early primary grades and it often remains a challenge throughout their elementary years. Pattern counting is an excellent way to practice place value and explore number patterns. When doing this activity with students, it is best to go through several examples, and allow for plenty of practice.

To Model: Roll a decade die (00-90) and a ones (0-9) die. Example : 60 + 8 = 68

Players now verbalize a plus (+) 1 pattern 68, 69, 70, 71.

Players now verbalize a minus (-) 1 pattern 68, 67, 66, 65.




Any additional numeric patterns can be introduced once the students are ready. Using a hundreds board with this activity may be beneficial as students will begin to see and understand the patterns that appear. This will extend into addition and subtraction strategies once 2-digit concepts are introduced. Once players have mastered these patterns, more complex scenarios can be introduced and practiced.

Roll a hundreds die (000-900), decade die (00-90) and a ones (0-9) die. Example 300 + 20 + 4 = 324






The bonus to students rolling dice is that combinations will come up where they must make logical predictions and expand their knowledge of number sense. These place value activities can be explored using decimal dice as well.

Teaching Tip: Players can record all of their patterns for future practice.

10

ROLL ON PLACE VALUE R

OU

ND

ON

E PLAYER ONE

PLAYER TWO

RO

UN

D T

WO

PLAYER ONE

PLAYER TWO

RO

UN

D T

HR

EE

PLAYER ONE

PLAYER TWO

The goal of the game is to create the largest number. Players take turns rolling a die, placing it into the tray and announcing it's place value for that roll. After 6 rolls, players compare numbers. A point is earned by the player with the largest number. A Place Value Systems die is rolled to identify a specific place value (for example 100's) . A second point is earned by the player with the highest place value in that place. A third "upside down bonus point" is awarded to the player with the biggest number when the tray is rotated 180 degrees and the numbers are compared. 11

Turn Rolled Standard RoundedTo 10's

Roundedto 100's Notes

example 400 , 20 , 7 427 430 400

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

© Box Cars And One Eyed Jacks 2014

Rounding Recording Sheet

12

LAST MAN STANDING LEVEL: 3 – 6

SKILLS: ordering and comparing place value to 100,000’s, estimation

PLAYERS: teacher vs whole class

EQUIPMENT: 2 – 6 dice per player (# of dice determines size of number), recording sheet

GOAL: to be the last player standing in the class and have the greatest number for the round.

GETTING STARTED: The teacher determines the size of the number and corresponding number of dice each student is to roll at the start of the round:

2 dice = 10’s

3 dice = 100’s

4 dice = 1,000’s

5 dice = 10,000’s

6 dice = 100,000’s

All students roll their dice and order them to create the largest possible number. Once ordered, they stand up.

EXAMPLE: Roll:

Player Orders:

The player verbalizes “six hundred fifty-five thousand, three hundred eleven” and stands up.

All players in the classroom should now be standing.

The next step is for the teacher to begin eliminating students by calling out numbers as follows:

6 5 5 , 3 1 1

13

LAST MAN STANDING 1. The teacher walks around, picking various numbers to call out. Start with the lowest numbers

seen. For example:

“If your number is less than 555,421, sit down.”

2. Players must scan their numbers reading left to right and determine if their number is > or <than the number called out. If it is less than this number, they must sit down.

3. The teacher continues to walk around scanning numbers and saying another out loud:

“If your number is less than 621,111, sit down.”

4. As numbers continue to be called out, more and more students are eliminated until one playeris left. The last player standing is the winner.

VARIATION: 1. Play for Least Last Man Standing – have students arrange their dice for the least possible

number. Students sit down when their number is greater than the number called out.

MATH JOURNAL WORK AND EXTENSIONS: This game is a great one for students to practice ordering and comparing place value. Have students record the “call out” numbers and order them as they go. Students record the number called, their number, and record if theirs is greater or less than AND by approximately how much. Have players circle the determining place value holders.

EXAMPLE:

14

LAST MAN STANDING

CALL OUT NUMBER MY NUMBER > OR <

BY HOW MUCH?

15

100

90

80

70

60

50

40

30

20

10

00

Tens

One

sTe

nsO

nes

Play

er O

ne

Play

er T

wo

FLIP

PIN

' OU

T

Rou

nd U

p?

Or

Sta

y?

Rou

nd U

p?

Or

Sta

y?

Look

Her

e

Look

H

ere

•U

se c

ards

0-9

onl

y.•

Dea

l tw

o ca

rds,

ate

n's

and

a on

e's,

lay

on b

oard

.•

Plac

e yo

ur m

arke

r at

the

clos

est 1

0's

plac

e (e

g 3

8 w

ould

put m

arke

r at 4

0)•

Rol

l Tar

get,

who

ever

is c

lose

r win

s th

eca

rds.

16

1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 36

4 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144

Multiplication Board

Box Cars & One-Eyed Jacks inc

Multiplication Tic Tac ToePlayer one rolls 2 x 0-9 or 2 x 1-12 dice and finds the product (eg 4x6=24; 6x4=24) Cover spaces with bingo chips (one space only would be covered if doubles are rolled)Player Two takes their turn. Players continue to alternate turnsBuild Tic Tac Toe, three or more in a row horizontally, vertically or diagonallyOne point per chip and remove from board so spaces are open againRoll your partner's space and capture for 2 points per chipPlay for a set period of time

17

HORSE RACE

SKILLS: adding to 12, commutative property of addition, fact families

PLAYERS: 2 (1 vs 1)

EQUIPMENT: tray of dice (each player needs 18 of their own color), gameboard

GOAL: to have the greatest number of dice on your side of the “racetrack” at the end of the game

GETTING STARTED: Each player takes 18 dice of one color and picks a side of the dice tray to be their “racetrack”. Each player picks up a pair of dice, rolls, and calculates their sum. The player with the greatest sum puts their dice into their side of the racetrack. Both players verbalize their sums.

EXAMPLE:

Player One says “8 is a greater sum than 6”

The player with the greatest sum places their dice in their side of the racetrack. The player with the least sum tosses their dice into the lid.

Players each pick up another pair of dice, roll and compare their next sums. In the event of a TIE or EQUAL SUM – both players put their two dice into their side of the racetrack.

Play continues until both players’ 18 dice have been rolled out. The player with the greatest number of dice on their side of the racetrack wins.

Level 1 : Addition to 12 - Players roll two dice and add them

Level 2 : Addition to 18 - Players roll three dice and add them.

Level 3: Multiplication to 36 - Players roll two dice and multiply them

Level 4: Multiplication to 72 - Players roll three dice, choose two to add together, then multiply the sum by the third.

Player One Player Two

+ + = 8 + + = 6

PLAYER ONE PLAYER TWO

MATH TALK

Add dice to the track along a curving path to simulate the race!

18

HORSE RACE

PLAYER ONE

PLAYER TWO

START START

Each player takes 18 dice of own color.Each player rolls two dice and adds.Player with the greatest sum places them into their side of the tray, least sum places in lid.Player with the most dice on their side of the tray at the end of the game wins.

19

Horse Race - Graphing, Interpreting, Inferring Box Cars and One-Eyed Jacks ©2015

Set Up Play the game Horse Race (one player uses white dice, one player uses blue dice), it is extremely important that the players place the dice properly in the tray or lid. In other words, if a player rolls a 2 and a 3, then they must put 2 and 3 into the tray or lid (not just toss them in so any value faces up). Versions of Horse Race for this activity include: 2 addend addition (largest sum wins), 3 addend addition (largest sum wins), single digit subtraction (smallest difference wins), 2 factor multiplication (largest product wins), 3 factor multiplication (largest product wins), comparing proper fractions (smallest value wins).

Once the players have completed their game, they evaluate their game to determine whether it was a tie or who won (blue or white). Also, for win/loss games, they evaluate whether the win was close or a "blow out" (one player won by a lot). Players can also quickly estimate (ie not count exactly) what dice values (regardless of color) were rolled the most/least.

Graphing, Interpreting and Inferring Players take all of the dice from both the tray and the lid and create a bar graph by lining up the dice according to their value. From this graph they can easily see which number(s) were rolled the most/least and may be able to determine the likely winner (white or blue).

As a further extension, students can alter the graph by lining up the blue and white dice for each value next to each other to create a double-bar graph. Students can then write on a sticky note which color won and whether the win was close or a blow out. Students visit other games and with only looking at the double-bar graph try to figure by discussing the graphs with their own partners, whether the game was won by blue or white and whether it was close or a blow out.

Math Journal Questions

1. How did you infer which color won or if the game ended in a tie?

2. How did you infer whether win/loss games ended as a close race or blow out?

3. Were your inferences always correct?

4. What types of games were easiest to infer correctly, hardest to infer correctly and explain why youthink they were easy or hard to infer correctly.

STEP 2: Reorganize Dice to Create a Double Bar Graph

STEP 1: Create Single Bar Graph


Balanced Equations © Box Cars And One-Eyed Jacks Inc.

Concepts: Problem Solving, Linear Equations Equipment: Two 3-in-a-Cube Dice / Game Goal/Object: Be the first player to create a balanced equation.

A player shakes both 3-in-a-Cube dice and places them on the table so all players can see them. Each player (or team of two - if that is the way the teacher has set them up) races to create a balanced equation with the numbers from one die on one side of the equation and the numbers from the other die on the other side of the equation. A player says "Balanced" when they have a balanced equation. Other players verify the "Balanced" player's equation. If correct, that player earns a point. In the case of a tie, if both players have a balanced equation (they could be different but still correct) they both earn a point The player with the most points at the end of the time wins. All players record all the winning answers for each round.

Example: 3, 2, and 6 as well as 1, 2, and 5

32

- 6 = 5 - (1 x 2) OR 6 - 2 + 3 = 1 x 5 + 2

What's My Number

Concepts: Place Value to 100,000,000s Equipment: One 0-9 die and gameboard Goal/Object: build largest number

Players take turns rolling a 0-9 die. All players use the number rolled and record it on their gameboard (or blank paper with 9 dashes). Players continue to take turns rolling the die with all players recording each roll in such a way that they build the largest number they can (their numbers will likely be different as each player may record their rolled number in a place different than the other players). Once all of the spaces have been filled in (after 9 rounds), the players compare their numbers. The player with the largest number wins the round.

Variations: (1) Roll the die 9 times quickly to create a target number. Players then play the normal way but try to create a number closest to the target number.

From: All Hands On Deck - Family Edition

Sweet 16

Concepts: Mixed Operations, Order of Operations

Equipment: 1x1-30 die, Cards 0-12 (J=11 Q=12 K=0)

Goal/Object: Remove all your cards 1st

Each player makes a grid of 4 cards by 4 cards. One player rolls a 30-sided die to identify a target answer that both players must try to get. Each player takes turns creating math sentences that equal the target answer, using cards in their own grids. Players can add, subtract, multiply, divide, and use square roots or exponents. Players may use a few as 2 cards and as many as 5 cards per math sentence. First player to completely remove all their cards (in equal turns). If neither player can remove all their cards, then the player with the fewest cards left wins.

From: Math Attack

Salute Box Cars "All Hands On Deck" Mystery Number (adapted)

Concepts: Missing Addend, Factor Equipment: Cards 0-12 (J=11 Q=12 K=0) Goal/Object: Figure Out value of the card on your head

Usually 3 players with one player taking the role of "General". The General says "salute". The other two players take the card from the top of their deck and WITHOUT LOOKING AT IT place it on their forehead so everyone else can see what the card on their forehead is. The General Adds the two cards together and says "The sum of your two cards is...." The two players then use the sum and the card they can see on their opponent's forehead to try and figure out their own card.

Variations: (1) Multiplication (take out 0s) (2) 4 Players (one General, 3 soldiers)(3) Red = neg integers / Black = pos integers

21

Betweeners (Traditional) Concepts: Number Sense, Ordering Numbers (whole and decimal) Equipment: One 3inCube die / player Goal/Object: record a number that is between the highest and lowest for the round

Each player shakes their own 3inCube die and secretly look at it, mentally determining the possible answers they could use. Each player then secretly records one of their possible answers. Once all the players have recorded their answer, they reveal it to the other players. All players copy all other players' answers onto their own score sheet. The answers are compared, lowest doesn't win, highest doesn't win, between number (or numbers if 4 player game) wins.

Variations: (1) Three addend addition. The between sum (add all 3 numbers) wins. (2) Use 12-sided die on a ruler, 30-sided die ona yardstick, 10s 1's on a meter stick (1-100)Variation of Betweeners From Math Attack© Box Cars And One-Eyed Jacks (unpublished)

Throw an Equation

Concepts: Solving Linear Equations Equipment: Solve for X dice, Exponent Dice and various other dice. Goal/Object: Create an equation that you can solve that is hard for your opponent to solve.

Two teams of 2 players each. Each team selects some dice (number, operation, and either Solve for X or Exponent dice). The team then rolls the dice and using the ALL the items rolled, create a linear equation and solve it. Meanwhile, the other team chooses their own dice, creates their own sentence with their roll and solves their own equation. Once each team has solved their own equation, they make a new copy of the equation (unsolved) on a separate piece of paper. On "go", teams hand their equation to the other team. Teams race to solve the other team's equation first.

Variation of game in Radical Math © Box Cars And One-Eyed Jacks (unpublished)

22

To Sum It Up LEVEL: Grade 2 - 5

SKILLS: Adding 3 digit numbers

PLAYERS: 2 or more

EQUIPMENT: 1 deck of cards Ace – 10 (Ace = 1, 10 = zero), paper and pencil

GETTING STARTED: Each player draws a 3 by 3 grid as a gameboard and the cards are shuffled. Then a card is drawn and placed face up. All players write the number on the card into a space on their gameboard. Eight more cards are drawn and players fill in the rest of their gameboards. Once all nine spaces are full, players add the three numbers they've made together. The player with the greatest sum scores a point. Play to 10 points.

EXAMPLE: The nine cards drawn, in order, are 5, 7, 4, 6, 5, 10, Ace, 3 and 9. Three players build their gameboards as follows. Player Three wins with a sum of 2,326.

7 3 4 7 5 0 7 3 5 6 5 0 6 5 1 6 4 0 5 9 1 3 4 9 9 5 1

VARIATION: For less experienced students, you can draw six cards and make two three-digit numbers, or draw only four cards and make two two-digit numbers.

= 1 , 9 7 5 = 1 , 7 5 0 = 2 , 3 2 6

Player One Player Two Player Three

+ + +

Source: All Hands on Deck for Familiescopyright Box Cars and One Eyed Jacks Inc.www.boxcarsandoneeyedjacks.com

23

WHAT’S THE DIFFERENCELEVEL: Grade 3 and up

SKILLS: subtracting 3 digit numbers

PLAYERS: 2 or more, or teacher vs whole group

EQUIPMENT: cards (Ace=1) - 10 (10=0), one gameboard for eachplayer (see reproducibles)

GETTING STARTED: The object of this game is to make the smallestdifference. The deck is placed face down. A card isdrawn and placed face up. Each player selects aspace on their gameboard and writes the number ofthis card on it. Five more cards are drawn and playerscontinue to fill in their gameboards. Once all spacesare filled in, players complete the subtraction. Theplayer with the smallest difference is the winner forthat round and scores one point. In the event of a tie,each player receives a point. Any negative differencecauses that player to strike out for that round. Asplayers have more experience with this game, they willdevelop strategies to maximize their chances.

EXAMPLE: First card turned over is a 7. Second card turned overis a 2. Four more cards are drawn and completedgameboards could look like this:

Player number one has the smallest difference and isthe winner for this round. The winner is the player withthe most points after a set number of rounds or a settime limit.

2Player 1

7–72–

Player 2

53 6

4

71 5

53

64

522

2Player 1

7–72–

Player 2

47639insidepgs.qxp:insidepages 5/3/12 3:49 PM Page 49

24

MIXED OPERATION SUPER MUSH LEVEL: 3 – 8

SKILLS: multi-operations, order of operations, problem solving

PLAYERS: 2 (cooperative team) vs all teams in the class

EQUIPMENT: tray, recording sheet

GOAL: to fill up the tray with all 36 dice with multi-operational math sentences that match theselected target

GETTING STARTED: All dice are removed from the tray and “super mushed” – i.e. scrambled and rolled for about 20 – 30 seconds. The teacher calls stop and the dice are then set for the activity. To begin, all teams now hunt for multi-operational combinations of dice that match the target number and place them into their tray.

Teams must use 3, 4, or 5 dice in combination and must use at least 2 operations in each math sentence. All four operations can be used.

EXAMPLE: Target called is “10”

2 x 5 x 1 = 10

(6 ÷ 2) + 5 + 2 = 10

(4 ÷ 2) + 6 + 2 = 10

1 + 1 + 1 + 1 + 6 = 10

6 + 5 – (3 ÷ 3) = 10

4 + (2 x 2) + 2 = 10

6 + 3 + (2 ÷ 2) = 10

(5 + 5) x 1 x 1 x 1 = 10

25

MIXED OPERATION SUPER MUSH

_________________ _________________

26

100 Board Wipe Out Level: Grade 3 and up

Skills: Multi-operations ( + - x ÷ √ X2 ), Order of Operations

Players: 2-3 players working together as a team

Equipment: Dice Tray, pencil, recording sheet per player/team

Objective/Goal: To make equations for 1-100 in fewest rolls

Getting Started: Team One decides whether to roll 3, 4 or 5 dice and records the roll in the Roll 1 space on the recording sheet. Team One then creates math sentences using the numbers rolled that have the numbers 1-100 as answers. They record each math sentence on the recording sheet in the space for the answer. Each math sentence must use each number rolled. For example, if 4, 4, 2 and 6 are rolled then each math sentence must contain 4, another 4, 2 and 6. Once the team has exhausted all the possibilities for Roll 1, they can take Roll 2. At the beginning of each roll, the team can decide to roll 3, 4 or 5 dice. In other words, they don’t always have to roll the same number of dice for every roll.

Example: The team rolled 4, 4, 2 and 6 and made the following math sentences, (utilizing the rules for Order of Operations where necessary - see examples with answers = 10 and = 12):

4 x 4 x 2 + 6 = 38 (6 – 4 + 4) x 2 = 12 6 – 4 + 4 x 2 = 10 42 x 4 + 6 = 70 etc

Variation: (1) Teams can use dice other than regular spotted dice, such as 10-sided 0-9,12-sided 1-12, 20-sided 1-20 or 30-sided 1-30 dice.

(2) Teachers may place restrictions on equations to make it more challengingsuch as “Every math sentence must include at least one multiplication component”.

In the examples, the team first rolled 4 dice and using those numbers, made equations for 30 answers before rolling a second time. For the second and third rolls, they rolled 5 dice and had written math sentences for 61 answer before the math period ended (they said they could have kept going).

27

100 Board Wipe Out – Recording Sheet Team Members _______________ _______________ _______________ Date: __________

Roll One: __________ Roll Two: __________ Roll Three: __________ Roll Four: __________

Roll Five: __________ Roll Six: __________ Roll Seven: __________ Roll Eight: _________

= 1 = 2 = 3 = 4 = 5

= 6 = 7 = 8 = 9 = 10

= 11 = 12 = 13 = 14 = 15

= 16 = 17 = 18 = 19 = 20

= 21 = 22 = 23 = 24 = 25

= 26 = 27 = 28 = 29 = 30

= 31 = 32 = 33 = 34 = 35

= 36 = 37 = 38 = 39 = 40

= 41 = 42 = 43 = 44 = 45

= 46 = 47 = 48 = 49 = 50

= 51 = 52 = 53 = 54 = 55

= 56 = 57 = 58 = 59 = 60

= 61 = 62 = 63 = 64 = 65

= 66 = 67 = 68 = 69 = 70

= 71 = 72 = 73 = 74 = 75

= 76 = 77 = 78 = 79 = 80

= 81 = 82 = 83 = 84 = 85

= 86 = 87 = 88 = 89 = 90

= 91 = 92 = 93 = 94 = 95

= 96 = 97 = 98 = 99 = 100

28

TIC TAC OH NO! Box Cars And One-Eyed Jacks 2014 ©

6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)

5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)

4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)

3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)

2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2)

1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1)

Y Use The Clear Lid

X 1 2 3 4 5 6 Dice are placed on the X and Y to the right to verify which will represent the X coordinate and Y coordinate

( X , Y ) Roll 2 dice Place "Y" coordinate into clear lid. "X" goes back into pile. Game ends when one player has less than 2 dice remaining. If you land on a space already occupied, pull out the 1st die and discard into black tray. Put your

"Y" in clear lid in its place. Scoring dice in play = 1 point each. Dice in Tic Tac Toes also count 2 points each.

29

TIC TAC OH NO! Player One Game ________

Type of Tic Tac Toe Score

1

2

3

4

5

6

7

8

Total Dice (1 point/die)

Total Score

Player Two Game ________

Type of Tic Tac Toe Score

1

2

3

4

5

6

7

8

Total Dice (1 point/die)

Total Score

30

Frac

tions

Dec

imal

s Pe

rcen

ts

Cop

yrig

ht B

ox C

ars

And

One

-Eye

d Ja

cks

Inc.

One

Who

le

1/1

1.0

0 1

00%

One

Hal

f 1/

2 0

.50

50%

Tw

o H

alve

s 2/

2 1

.00

100

%

One

Thi

rd

1/3

0.3

33 3

3%

Two

Third

s 2/

3 0

.666

67%

Th

ree

Third

s 3/

3 1

.00

100%

One

Fou

rth

1/4

0.2

5 2

5%

Two

Four

ths

2/4

0.5

0 5

0%

Thre

e Fo

urth

s 3/

4 0

.75

75%

Fo

ur F

ourt

hs

4/4

1.0

0 1

00%

One

Fift

h 1/

5 0

.20

20%

Tw

o Fi

fths

2/5

0.4

0 4

0%

Thre

e Fi

fths

3/5

0.6

0 6

0%

Four

Fift

hs

4/5

0.8

0 8

0%

Five

Fift

hs

5/5

1.0

0 1

00%

One

Six

th

1/6

0.1

66 1

7%

Two

Sixt

hs

2/6

0.3

33 3

3%

Thre

e Si

xths

3/

6 0

.50

50%

Fo

ur S

ixth

s 4/

6 0

.666

67%

Fi

ve S

ixth

s 5/

6 0

.833

83%

Si

x Si

xths

6/

6 1

.00

100

%

One

Sev

enth

1/

7 0

.143

14%

Tw

o Se

vent

hs

2/7

0.2

86 2

9%

Thre

e Se

vent

hs

3/7

0.4

29 4

3%

Four

Sev

enth

s 4/

7 0

.571

57%

Fi

ve S

even

ths

5/7

0.7

14 7

1%

Six

Seve

nths

6/

7 0

.857

86%

Se

ven

Seve

nths

7/

7 1

.00

100

%

One

Eig

hth

1/8

0.1

25 1

2.5%

Tw

o Ei

ghth

s 2/

8 0

.25

25%

Th

ree

Eigh

ths

3/8

0.3

75 3

7.5%

Fo

ur E

ight

hs

4/8

0.5

0 5

0%

Five

Eig

hths

5/

8 0

.625

62.

5%

Six

Eigh

ths

6/8

0.7

5 7

5%

Seve

n Ei

ghth

s 7/

8 0

.875

87.

5%

Eigh

t Eig

hths

8/

8 1

.00

100

%

One

Nin

th

1/9

0.1

11 1

1%

Two

Nin

ths

2/9

0.2

22 2

2%

Thre

e N

inth

s 3/

9 0

.333

33%

Fo

ur N

inth

s 4/

9 0

.444

44%

Fi

ve N

inth

s 5/

9 0

.555

56%

Si

x N

inth

s 6/

9 0

.666

67%

Se

ven

Nin

ths

7/9

0.7

77 7

8%

Eigh

t Nin

ths

8/9

0.8

88 8

9%

Nin

e N

inth

s 9/

9 1

.00

100

%

One

Ten

th

1/10

0.1

0 1

0%

Two

Tent

hs

2/10

0.2

0 2

0%

Thre

e Te

nths

3/

10 0

.30

30%

Fo

ur T

enth

s 4/

10 0

.40

40%

Fi

ve T

enth

s 5/

10 0

.50

50%

Si

x Te

nths

6/

10 0

.60

60%

Se

ven

Tent

hs

7/10

0.7

0 7

0%

Eigh

t Ten

ths

8/10

0.8

0 8

0%

Nin

e Te

nths

9/

10 0

.90

90%

Te

n Te

nths

10

/10

1.0

0 1

00%

One

Ele

vent

h 1/

11 0

.091

9%

Tw

o El

even

ths

2/11

0.1

82 1

8%

Thre

e El

even

ths

3/11

0.2

73 2

7%

Four

Ele

vent

hs

4/11

0.3

64 3

6%

Five

Ele

vent

hs

5/11

0.4

54 4

5%

Six

Elev

enth

s 6/

11 0

.545

55%

Se

ven

Elev

enth

s 7/

11 0

.636

64%

Ei

ght E

leve

nths

8/

11 0

.727

73%

N

ine

Elev

enth

s 9/

11 0

.818

82%

Te

n El

even

ths

10/1

1 0

.909

91%

El

even

Ele

vent

hs

11/1

1 1

.00

100

%

One

Tw

elfth

1/

12 0

.083

8%

Tw

o Tw

elfth

s 2/

12 0

.166

17%

Th

ree

Twel

fths

3/12

0.2

5 2

5%

Four

Tw

elfth

s 4/

12 0

.33

33%

Fi

ve T

wel

fths

5/12

0.4

17 4

2%

Six

Twel

fths

6/12

0.

50 5

0%

Seve

n Tw

elfth

s 7/

12 0

.583

58%

Ei

ght T

wel

fths

8/12

0.6

67 6

7%

Nin

e Tw

elfth

s 9/

12 0

.75

75%

Te

n Tw

elfth

s 10

/12

0.8

3 8

3%

Elev

en T

wel

fths

11/1

2 0

.92

92%

Tw

elve

Tw

elfth

s 12

/12

1.0

0 10

0%

32

ORDER IN THE COURTLEVEL: Grade 3-5

CONCEPTS:ordering fractions, equivalent fractions, fractions less than one and greater than one, analytical thinking Variation: Primary - naming fractions to ¹/⁶, Middle Years - decimal equivalents, mixed numbers

PLAYERS: 1 vs 1

EQUIPMENT: 1 x 3-in-a-cube die per player, 1 recording sheet per player

GOAL: to correctly identify number as greatest, between or least in each round

GETTING STARTED:Player One rolls the die and uses the two numbers to create a fraction less than one, then records it on an open space in the Least to Greatest gameboard. Students may use fraction pieces or the Fraction, Decimal, Percent Chart to help make decisions. Player Two takes their turn rolling the die, creating a fraction less than one and recording it on their gameboard. Players record their fractions as rolled. If they roll a 4 and a 6, they record ⁴/⁶. Teachers may choose to have students convert their fractions to equivalent fractions with smaller denominators (⁴/⁶ rolled, ⅔ recorded). If a player's roll creates a fraction that is equivalent to one already on their gameboard, they have to record it in the "rejects" section of their gameboard. Players continue taking turns. A player wins the round if, at the end of equal turns, they have recorded five non equivalent fractions before their opponent. A player "busts" if they roll a third reject. The player who wins the most rounds wins the games.

math talk

math talk

"½ is greater than ²/⁶ and less than ³/⁵"

rule twists

1. Use 12-sided double dice2. Allow fractions greater than one by using the outside (top) number as the numerator and the inside

(bottom) number as the denominator.3. Use a 3-in-a-cube die to create mixed numbers such as 3 ½.

primaryRoll five regular double dice at once and line them up from least to greatest, stacking equivalent fractions on top of each other. Record the rolls on the gameboard, circling equivalent fractions.

"²/⁴ is equivalent to ³/⁶"


ORDER IN THE COURT RECORDING SHEET

LEAST GREATEST

REJECTS

BUST!

ROUND ONE PLAYER ONE

LEAST GREATEST

REJECTS

BUST!

ROUND TWO PLAYER ONE

LEAST GREATEST

REJECTS

BUST!

ROUND THREE PLAYER ONE

LEAST GREATEST

REJECTS

BUST!

ROUND FOUR PLAYER ONE

LEAST GREATEST

REJECTS

BUST!

ROUND ONE PLAYER TWO

LEAST GREATEST

REJECTS

BUST!

ROUND TWO PLAYER TWO

LEAST GREATEST

REJECTS

BUST!

ROUND THREE PLAYER TWO

LEAST GREATEST

REJECTS

BUST!

ROUND FOUR PLAYER TWO


Fractions “Cents” copyright 2014 Box Cars And One-Eyed Jacks

Grades: Grade 6 and up Concept: Converting fractions to equivalent percent or decimal, mental math, division, estimation Players: 1 vs 1 Equipment: Cards 1 to 12, Number Line 0-100, fraction/decimal/percent chart Object / Goal: Earn points by having the most accurate answer when converting a fraction to its decimal

or percent equivalent.

Set Up and Play: Each player begins with a deck of about half the cards in the game. Play begins with each player turning turn over the top card of their deck at the same time. Players count out loud “1, 2…5 POINT". While they are counting, they are mentally arranging the cards into a “Proper Fraction (numerator/top smaller than or equal to denominator/bottom), and estimating/calculating the percent equivalent and recording that on paper. When they say “Point” each player places one finger on the number line at the number they think is correct (it is possible for both players to be on the same point) and say what their answer is. They check their accuracy by referring to the Fraction /Decimal /Percent chart or by using a calculator to divide the numerator by the denominator. If a player is the closest or exactly correct, they collect the cards from that round and place them into their point pile. In the case of a tie both players place the card they turned over into their point pile. If a player has not recorded an estimate, they automatically lose the round. Example: Player One turned over a 5 and Player Two turned over an 8. When they said “point” Player One pointed to 63 and said “five eighths of 100% is 63%”. Player Two pointed to 65 and said “five eighths of 100% is 65%. 5 divided by 8 is 0.625 (62.5%). Player One was the closest and wins, placing both cards into their point pile.

Variation: 1. The number line is considered “1”. Players say the decimal equivalent when theyvoice their answer. In the example, Player One would have pointed to 63 and said“Five eighths of one is 0.63”. Player Two would have pointed to 65 and voiced“Five eighths of one is 0.65”. Exact answer is 0.625, Player One wins.

2. The number line is considered 100%. Players say the percent equivalent when theyVoice their answer. In the example, Player One would have pointed to 63 and said“Five eighths of 100% is 63%.” Player Two would have pointed to 65 and voiced “Fiveeighths of 100% is 65%.””. Exact answer is 62.5%, Player One wins.

Round Fraction Player 1 Player 2 Equivalent Observations / Comments

Example 5 8

63 65 62.5 Both of us were close!

1

2

3

4

5

6

7

8

9

35

INVENT-A-GAME ASSIGNMENT

Use the following format:

GAME TITLE – NAME YOUR GAME Level: What grade is it for? Check out the skills in the curriculum guide

to make sure you use the correct math vocabulary.

Skills / Concepts: What math skills and concepts are integrated into your game?

Players: How many?

Equipment: What manipulatives are needed?

Getting Started: This is a full description of your game’s goals, rules and play, written in complete sentences. Make sure to describe how the game ends and how points are accumulated (if scoring is necessary).

Example: If possible, you should play out a few rounds of your game to provide an example and to work out your directions in “Getting Started” to get them as clear as possible for the reader/participant.

Variations: How can you differentiate the game to make it easier or more challenging, integrate other math concepts?

Teaching Tips: Strategies and other helpful tips.

Thought Provokers: Design a few questions to have players answer in their math journals.

Marking: Minimum is doing the Level, Skills, Players, Equipment, Getting Started and Example. Doing the other components will increase your marks!

DUE DATE: ______________

TOTAL: /30

36

BRINGING IT HOME – MATH BACKPACK TIPS AND IDEAS

1. CHOOSE INTERESTING ACTIVITIES

What could be more fun than practicing math with cards and dice? Math games provide a great alternative to

paper and pencil homework. The games included in the workshop today will be ideal to get you started and will

provide a welcome change from the pressure typically associated with completing homework.

2. MAKE YOUR STUDENTS THE EXPERTS

We have found it helpful to teach the games to the students in class before the games are sent home in

backpacks. If the students enjoyed the game in class, chances are they will be excited to bring it home and play

it with some family member. This type of “student teaching” in the home environment helps the continued

development and understanding of concepts being taught in class.

3. HAVE A BACK UP PLAN

Students can sometimes forget how to play a game. In the backpack provide clear and concise rules for

reference. Make sure the necessary materials to play the game are included.

4. MAKE THE PURPOSE OF THE ACTIVITY CLEAR

Included in the handout are a game sheet and table of contents with space for concepts and skills to be filled in.

We send these home in backpacks to provide parents with specific information about the activity. Games must

be purposeful. Parents need to know how the game relates to the math curriculum being covered in class, and

how it will be of help to their child.

5. BUILDING SUCCESS WITH BACKPACKS

Select games that allow students to revisit curriculum topics throughout the year. Build in practice and review

with games.

6. PICK A ROUTINE THAT WORKS

Give consideration to your busy teaching life and your students’ busy schedules.

- Start the year with 5 copies of one activity. Add 5 more copies of a 2nd activity the 2nd week. Add 5

more copies of a third activity the 3rd week, etc until there are enough copies that every student has

a backpack each week. Rotate the students through the various activities each week, introducing 5

copies of a new activity and “retiring” 5 copies of the oldest activity. THIS SAVES A TREMENDOUS

AMOUNT OF TIME EACH WEEK!

- Have students select the night(s) that work best for their weekly after school schedules. This

becomes their permanent math backpack night or family night for math games.

- Seek help from volunteer parents/students for getting the backpacks together from week to week.

GETTING STARTED

1 Select “Backpack” container – Zip Lock freezer bags come in various sizes and are durable

2 Select a Method of Recording – A spreadsheet helps to keep track of who has what – use volunteer help

3 Start With Card Games – See Teaching Tips handout – Any dice game can be modified to use cards

4 Add Dice Games To Your Repertoire – Stick with regular spotted dice, they’re easy to replace.

37

Number Line Integer Face OffAdaptation of Integer Addition War - Radical Math published by Box Cars And One Eyed Jacks Inc.

Level: Grade 5 and up

Skills: Adding and Subtracting Integers

Players: 1 vs 1

Equipment: Cards, 2 number lines, bingo chips (optional)

Objective/Goal: To be the farthest from 0

Getting Started: The two number lines are set up so the 0’s of each line are at the same location(see picture). Each player deals two cards face up and add them for a sum. Black cards are positive.Red cards are negative. Players add their two cards. The player who has the sum farthest awayfrom 0 (positively or negatively) wins the round and places all 4 cards from the round into their pointpile. Players can play for a specified number of rounds or for a set time limit. The player with themost cards in their point pile at the end of the game wins.

Adding Integers Face Off Subtracting Integers Face OffPlayer One sum of 8 which is farther Player One took -2 away from 5 = 7

Example of Set Up from 0 than Player Two’s sum of -1 Player Two took – 3 away from -7=-4Player Three took 8 away from 3 = -5Player Four took -7 away from -2 = -9

8 + 3 = 11 5 – (-2) = 7+8 or

3 + 8 = 11 -7 – (-3) = -40 0

-12 + 11 = -1 3 – 8 = -5 -12 or 11 + -12 = -1

-2 – 7 = -9

Variation:(1) Players use subtraction to have a difference which is farthest from 0.(2) Players try to get as close to 0 as possible.

Taking Away Negative Integers

Adding Positive Integers

Taking Away Positive Integers

Adding Negative Integers

38

Shake A Round Rounding Games With Shakers and 0-9 Dice

Box Cars And One-Eyed Jacks ©2016

Shake Up Your Neighbor - Two students use one shaker filled with 0-9 dice (except middle). Students round to

nearest 10s place and compare. Students get a point if they have to "round up" to the next ten's place. Students round to the nearest 100's place and compare. Students get a point if they have to "round up" to the next 100's place.

Player One Player Two

Round One

Round Two

In Round One, Player One rounded 582 to closest 10s place 580 (no point). Player Two rounded 338 UP to closest 10's place 340 and scored 1 point. Still in Round One, Player One rounded 582 UP to closest 100's place 600 and scored a point. Player Two rounded 339 to closest 100's place 300 (no point).

In Round Two, Player One rounded 454 to closest 10's place 450 (no point). Player Two rounded 502 to closest 10's place 500 (no point). Still in Round Two, Player One rounded 454 UP to closest 100's place 500 and scored a point. Player Two rounded 502 to closest 100's place 500 (no point).

After two rounds Player One had 2 points and Player Two had 1 point

Round Up Your Points - Each student has a shaker with all 7 compartments filled with 0-9 dice. Students shake

the shaker and then round to each place. They score 1 point for each time they have to Round Up.

Player One

Player Two

Player One rounded 6,539,210 to closest 10's place 6,539,210 no point, to closest 100's 6,539,200 no point, to closest 1000's place 6,539,000 no point, closest 10,000's place UP TO 6,540,000 POINT, closest 100,000's place 6,500,000 no point, closest 1,000,000's place UP TO 7,000,000 POINT. Player One earned 2 points for the round.

Player Two earned 4 points when 2,956,071 was Rounded Up in the 100's place to 2,956,100, Rounded Up in the 10,000's place to 2,960,000, Rounded Up in the 100,000's place to 3,000,000 (9 hundred thousand rounded up to 10 hundred thousands making it an extra million), and Rounded Up in the 1,000,000's place to 3,000,000.

Variation: After the students shake, a Place Value Systems die is rolled to identify a specific place value from 1's place to 100,000's place. Students round to that specific place and score a point if they can round up. If 1's is rolled, reroll. Variation: Fill last 1, 2 or 3 compartments with a different color of 0-9 dice to have decimals 0.1's, 0.01's and 0.001's.

5 8 2 3 3 8

4 5 4 5 0 2

6 5 3 9 2 1 0

2 9 5 6 0 7 1

39

Shake A Minute Middle Years Math Games That Just Take A Minute

Box Cars And One-Eyed Jacks ©2016

Front End Estimations - Adding and Subtracting 3-digit numbers. Students start with two shakers with middle compartments empty. They shake both shakers then stack them one on top the other and mentally start to add just the 100's place to see if there is a difference and then make a statement. Students may have to add the 10's and even the 1's if there are ties.

5 1 3 6 2 4

3 2 6 1 3 5

The sum of 500 + 300 something > The sum of 600 + 100 somethingBecause

800 something is larger than 700 something

Mixed Operations Shake Down - Students shake one shaker. Teacher rolls a target number (2 for example). Students must use all 7 of their shaker dice to create an equation who's answer = the target.

5 1 3 4 6 2 4

The student decided on the following (6-5) x 1 x (4÷4) + 3 - 2 = 2

I'm Balanced - Students start with one shaker with middle compartment empty. They then begin to make equations on each half using the 3 numbers on each half. Equations on both halves must have equal answers (ie be balanced). Students see how many "right answers" for one shake, they can get before the time is up. Students may elect to start a turn over by reshaking, however, they are not allowed to use any previous balanced equations (they may wish to do this if a shake has few or no balanced equation possibilities).

5 1 3 6 2 4

5 - 1 - 3 = 1 1 = 6 ÷ (4 + 2) 3 x 5 + 1 = 16 16 = 2 x 6 + 4 1 x 5 + 3 = 8 8 = 6 + 4 - 2

etc

40

box cars and one-eyed jacks · 2016. 6. 1. · box cars and one-eyed jacks games & activities...

Documents