LEARNING ABOUT MATH

FOR GR 1 TO 2Conestoga

Public SchoolOCTOBER 13, 2016

6:30 pm – 8:00 pm

presented by Kathy Kubota-Zarivnijkathkubo@gmail.com

TODAY’S MATH TOOLS FOR MATH LEARNING

counters dice interlocking cubes pattern blocks

KKZ, 2016

playing cards

How might you use these materials to help your grade 1 or grade 2 child learn mathematics?

NORTHCOTT’S GAMEGetting Ready to Play�Player 1 uses red counters,

Player 2 uses yellow counters.�Put 1 colour of each counter in each row. Playing the Game�Players take turns moving a counter of their color

anywhere within its row without jumping the other player's counter.

�The winner is the last to be able to make a move.Playing the Game to Learn�How do you know if you are going to lose?�How did you know how do move your counter?

MATERIALS2 to 4 (pairs) players7 red and 7 yellow counters

GAME GOALBe the last player to be able to make a move.

MATH LEARNING GOALUse problem solving strategies and reasoning skills.

Any Age

KKZ, 2016

COUNTERS GONE Kindergarten

MATERIALS2 to 4 (pairs) players10 square tiles, 1 die

GAME GOALHave the greatest number of counters.

MATH LEARNING GOALCounting forwards and backwards.

Getting Ready to Play�Start with a pile of 10 counters.

Playing the Game�Players take turns taking rolling the die and remove

the number of counters indicated by the die.�Game ends when there are no more counters in the

pile. When the last counter(s) are removed, players count the number of counters they removed.

Playing the Game to Learn�What strategy did you use to count the counters you

took from the pile?�What happens to the number of counters in the pile

as the counters are removed?KKZ, 2016

SHAPES GONE, SHAPE LEFT Kindergarten

MATERIALS2 to 4 (pairs) players10 pattern blocks, 1 die

GAME GOALCompose an object using pattern blocks.

MATH LEARNING GOALComposing a ahapeusing smaller shapes.

Getting Ready to Play� Start with a pile of 10 pattern blocks

Playing the Game1. Players make an object using the pattern blocks.2. Players take turns taking rolling the die and remove the number of pattern blocks indicated by the die.3. Make a different object with the remaining pattern blocks.� Repeat steps 1 to 3. � Game ends when the player cannot make an object with the

remaining pattern blocks.

Playing the Game to Learn� What strategy did you use to count the counters you took from

the pile?� What happens to the number of counters in the pile as the

counters are removed?KKZ, 2016

WHAT’S THE DIFFERENCE?Getting Ready to Play�Divide the cards equally among 2 to 4 people into piles.

Playing the Game�Players face up 1 card (1-digit) or 2 cards (2-digit) at the

same time. �Player with the larger number identifies the difference

between the 2 numbers and claims all cards if correct.� If the cards have the same number, they are placed in a

common pile. When a player has no cards left, the cards in the pile are shuffled and divided equally among all the players.

Playing the Game to Learn�What strategies did you use to figure out the difference

between the 2 cards?�How does “difference” relate to subtraction?

MATERIALS2 to 4 (pairs)10 blue or 10 red square tiles

GAME GOALHave the greatest number of cards

MATH LEARNING GOALSubtract 1-digit or 2-digit whole numbers using mental strategies.

Grades 1/2

KKZ, 2016

WHAT’S THE VALUE OF MATH GAMESFOR LEARNING MATHEMATICS?Mathematics game playing:� improves learners’ awareness of how to use rules and

constraints, within a natural and enjoyable way �encourages observation, analysis and constant revision

of thinking. �develops reasoning, decision-making, analysis and

development of strategies� involves both chance and skill, incorporates estimation,

prediction, risk-taking, collaboration and competition.

(Oldfield, 1991; Sarama and Clements, 2009)KKZ, 2016

PATTERN BLOCK BARRIERS

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

What are the names of these 2D shapes? How do you know?

PATTERN BLOCK BARRIERS

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

KKZ, 2016

Positional language – above, below, to the left, right, beside, in front, behind, above, below

PATTERN BLOCK BARRIERS

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

KKZ, 2016

Make (compose) an object using some or all of the pattern blocks. Describe each piece using positional language (beside, above, to the left …)

PATTERN BLOCK BARRIERS

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

KKZ, 2016

row 3

row 2

row 1

column 1 column 2 column 31. Place the yellow hexagon in centre.

2. Put the small rhombus to the right of the hexagon.

3. Put the red trapezoid on first row column 3.

4. Put green triangle behind yellow hexagon.

PATTERN BLOCK BARRIERS

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

KKZ, 2016

row 3

row 2

row 1

column 1 column 2 column 31. Place the yellow hexagon in centre.

2. Put the small rhombus to the right of the hexagon.

3. Put the red trapezoid on first row column 3.

4. Put green triangle behind yellow hexagon.

PATTERN BLOCK BARRIERSGetting Ready to Play� 2 players, handful of pattern blocks, 2 game boards

Playing the Game� Sit opposite with a divider standing between you. � Player 1 place one pattern block in each space on your grid

without letting your partner see your work. � Tell your partner how to place pattern blocks to match your

grid. Use the names of the pattern blocks and positional language to describe where to place them.

� Remove the divider and see if the two grids match. � Swap roles and play again.

Playing the Game to Learn� What positional language did you use and learn to use? � Which positional language did you use more often?

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse positional language to make predictions.

Any Age

KKZ, 2016

MATH TIC TAC TOEGetting Ready to Play� 2 players, 2 dice, 1 game card� Make a 3x3 grid and mark a star in the

centre (row 2, column 2).� Write 8 numbers (different, same from 1 to

12 on 8 blank spaces.

Playing the Game�Leader rolls the 2 dice. Player can add or

add or subtract the two numbers to mark a number on the game card.

�Player to mark 3 numbers in a row (horizontal, vertical, diagonal) wins.

Playing the Game to Learn�How did you choose the numbers for the game card?�What addition strategies did you use?

MATERIALS2 to 4 (pairs) players8 red square tiles and 8 blue squares and 4x4 square grid

GAME GOALGuess the location of the pattern blocks

MATH LEARNING GOALUse probability knowledge, addition and subtraction strategies

Any Age

KKZ, 2016

1

7

8

9

6

7 6

6 11

EFFECTIVE MATHEMATICS GAMESHAS THESE FEATURES:�has solution-centered activity with the game player in charge of

the process�uses the game player’s current mathematical knowledge�involves a challenge against an opponent�organized by a definite set of rules�freely engages players�has a definite number of solutions�has an ending or finishing point�provokes specific mathematics learning goals�has the capacity for several game-playing variationsKKZ, 2015