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TMSA’s 35th Annual Conference

Presenters6th Grade Math Team

Huntsville ISDHuntsville, Texas

Teresa Scruggs (Tami) [email protected]

Anthony “Moose” Williams [email protected]

Shawn Dunbar [email protected] McGuire

[email protected] Bodin

[email protected]

mailto:[email protected]






+ If using baggies, poke a hole in the corner with a pencil to allow air to be easily squeezed out.

+ When using dice, have student roll into a Styrofoam bowl. This reduces noise and improves proper “use” of the dice. Additional incentive: if a student’s die lands outside of the bowl, they lose a turn.

+ Use different colored card stock or paper for each team game set. This way if 2 teams are sitting close together the cards won’t get mixed together. If that is not possible, create a different pattern page for each game set. Use the pattern page on the back side of each card set. This will help keep the sets together.

+ Keep a copy of the game master with the game set. Also, keep a master folder of all games for quick access.

Any Topic - Tic-Tac-Toe / Four in a Row / Black Out

Have a prepared set of questions and answers. This can be used for odd moments, quick reviews, etc. Students fold a sheet of paper into 16 rectangles (vertical fold in half, then half again; unfold; fold horizontal in half, then half again). Decide if using 9 rectangles for tic-tac-toe or all 16. If using only 9 boxes, they can use the outside boxes to show work. Give the students the answers (written on overhead or board, or given verbally). They are to write each answer in different boxes in any order they wish. I usually have them do this in pen to avoid changing of answers in the middle of the game. Give one question. Students find the box with the answer and write the question in that box. If the question is long, assign a letter to each question and have students write the letter in the box. Play as usual for Tic-Tac-Toe, Four in a Row, or Black Out. (Alternative: if you use individual response boards, students can create a grid, avoiding the use of paper.)

GCF and LCMRoll 1, 2 or more die, and add the numbers together. Repeat to find a 2nd number. Find the GCF of both numbers. Find the LCM of each number.

In small groups, have the students roll the dice 10-15 times recording the number each time. Once complete, the students can use the data to create graphs by plotting points. The students can then use the data to find the median, mode, range and mean.

Convert Improper fractions to Mixed Numbers:

Divide students into groups of 2 or 3; give each group a pair of dice or “Dice in Dice”. Have the students take turns rolling 1 die this will give the students their denominators, roll the 2 dice together to get the numerator. Have students convert the improper fraction to a mixed number.

Computing fractions:

Divide students into groups of 2 or 3; give each group a pair of dice. Have the students take turns rolling the dice to make proper fractions, then add, subtract, multiply or divide the fractions.

**Both of the above activities can be adapted to use playing cards instead of dice. Have players either draw 2-4 cards to form a fraction by adding two cards together to create the numerators and denominators.

Divide students into pairs. Each student can roll dice to form the decimals. You can provide students with a blank grid with decimal points already in place, or use 5 dice with one colored die. The colored die can be the one that determines where the decimal point goes, bases on where it lands in relation to the other dice. Students can take turns writing down the decimals and labeling the place value. Practice estimating to a specific place value, adding, subtracting or multiplying the decimals.

**All games can be adapted to be used with playing cards.

**Want to make any of the games more competitive…give players +2 points for correct answers and -1 for incorrect answers, the first player to reach 50, wins.

Decimal Line Them Up #1 Players: 2 to 4 studentsGoal: as a team put all cards in order from

least to greatest.Directions: Lay all cards face down and mix them up. Deal out the cards as evenly as possible. Keeping the remaining cards face down, move them into a pile to the side. Players may now look at their cards. Player 1 places a card face up in the center. Player 2 places a card above or below the first card keeping the goal in mind. Continue play in the same manner, sliding cards and fitting new ones in the playing area in appropriate places. When all players are done with their own cards, draw one card at a time from the pile and complete the activity.When finished, turn all cards over, in place. A message should be revealed if the list is correct.Option: No talking during the activity, only nod yes or no on each play.

TEACHER: PREPARE the activity by cutting apart the following cards and place in a baggie with the

directions.

3.64 3.46 3.099 3.451 3.349 3.406 34.734 36.001 3.5 3.257 3.649 3.38 3.01 3.9 34.8 3.1Decimal Line Them Up #1

Players: 2 to 4 studentsGoal: as a team put all cards in order from

least to greatest.Directions: Lay all cards face down and mix them up. Deal out the cards as evenly as possible. Keeping the remaining cards face down, move them into a pile to the side. Players may now look at their cards. Player 1 places a card face up in the center. Player 2 places a card above or below the first card keeping the goal in mind. Continue play in the same manner, sliding cards and fitting new ones in the playing area in appropriate places. When all players are done with their own cards, draw one card at a time from the pile and complete the activity.When finished, turn all cards over, in place. A message should be revealed if the list is correct.Option: No talking during the activity, only nod yes or no on each play.


directions.

3.64 3.46 3.099 3.451 3.349 3.406 34.734 36.001 3.5 3.257 3.649 3.38 3.01 3.9 34.8 3.1Decimal Line Them Up #1

KEY: YOUDIDAGREATJOB

R AG OA I OD ED TJ YU B

Decimal Line Them Up #1

KEY: YOUDIDAGREATJOB

R AG OA I OD ED TJ YU B

Decimal Line Them Up #2 Players: 2 to 4 studentsGoal: as a team put all cards in order from

GREATEST TO LEAST.

Directions: Lay all cards face down and mix them up. Deal out the cards as evenly as possible. Keeping the remaining cards face down, move them into a pile to the side. Players may now look at their cards. Player 1 places a card face up in the center. Player 2 places a card above or below the first card keeping the goal in mind. Continue play in the same manner, sliding cards and fitting new ones in the playing area in appropriate places. When all players are done with their own cards, draw one card at a time from the pile and complete the activity.When finished, turn all cards over, in place. A message should be revealed if the list is correct.Option: No talking during the activity, only nod yes or no on each play.


directions.

7.05 70.097.1 7.027.009 7.2017.88 7.157.751 70.897 6.99970.9 7.0087.08 7.010Decimal Line Them Up #2 Players: 2 to 4 studentsGoal: as a team put all cards in order from

GREATEST TO LEAST.

Directions: Lay all cards face down and mix them up. Deal out the cards as evenly as possible. Keeping the remaining cards face down, move them into a pile to the side. Players may now look at their cards. Player 1 places a card face up in the center. Player 2 places a card above or below the first card keeping the goal in mind. Continue play in the same manner, sliding cards and fitting new ones in the playing area in appropriate places. When all players are done with their own cards, draw one card at a time from the pile and complete the activity.When finished, turn all cards over, in place. A message should be revealed if the list is correct.Option: No talking during the activity, only nod yes or no on each play.


directions.

7.05 70.097.1 7.027.009 7.2017.88 7.157.751 70.897 6.99970.9 7.0087.08 7.010

Decimal Line Them Up #2

KEY: CONGRATULATIONS

N AT UA OT GO R SN C

I LDecimal Line Them Up #2

KEY: CONGRATULATIONS

N AT UA OT GO R S

N CI L

Ratio, Proportion, Percent

Line Up #1Arrange the cards by value from least to greatest. Turn the cards over to check, you should get a message.

75% 0.82

40% 0.09

6% 0.2

Key: MATHISCOOL



75% 0.82

40% 0.09

6% 0.2

Key: MATHISCOOL


Line Up #1

COPY THIS ON THE BACK SIDE BEFORE CUTTING APART THE CARDS

L O

S C

A I

T M

O H

Key: MATHISCOOL


Line Up #1


L O

S C

A I

T M

O H

Key: MATHISCOOL



0.25 0.3

35% 0.04

3% 0.6

65%

Key: PERCENTSROCK



0.25 0.3

35% 0.04

3% 0.6

65%

Key: PERCENTSROCK


Line Up #2


C R

S T

E N

R P

E K

C O

Key: PERCENTSROCK


Line Up #2


C R

S T

E N

R P

E K

C O

Key: PERCENTSROCK

Addition & Subtraction Mixed Numbers Cover-Up

Materials: game board, 1 die, game pieces in 2 colors, notebook paper for each player, pencil, a calculator that computes operations with fractions

Directions for Game 1* Each player will need 1 sheet of notebook paper to work out each problem. Title the front side “Game 1.” Be sure to number your problems as you work them. There will be 4 problems (rounds) in each game.

* The 1st player chooses one mixed number, covers it with his/her marker and writes it down on his/her notebook paper.

* The 2nd player does the same as player 1.

* Each player then chooses a second mixed number, covers it with his/her marker and writes it down above or below the first. (remember: the largest number must go on top in order to be ready to subtract)

* One of the players now rolls the die. If it comes up an EVEN number, then both players are to ADD their mixed numbers. If it comes up an ODD number, then both players will SUBTRACT.

* Check your partners answer using a calculator.

* Scoring: Each player uses the answer to the problem as his/her score for that round. After all 4 rounds, each player finds the sum of all 4 answers and the player with the highest sum wins. (Again, check the sums using the calculator.)

* After finishing game 1, turn your notebook paper over and play a second round. (Scoring option: the

winner this time could be the person with the lowest final sum.)

Game Board

Addition OR SubtractionMixed Numbers Cover-Up

Materials: game board, game pieces in 2 colors, notebook paper for each player, pencil, a calculator that computes operations with fractions

Teacher: Decide on the concept for the game: Addition or Subtraction

Directions for Game 1* Each player will need 1 sheet of notebook paper to work out each problem. Title the front side “Game 1.” Be sure to number your problems as you work them. There will be 4 problems (rounds) in each game.

* The 1st player chooses one mixed number, covers it with his/her marker and writes it down on his/her notebook paper.

* The 2nd player does the same as player 1.

* Each player then chooses a second mixed number, covers it with his/her marker and writes it down above or below the first. (remember: the largest number must go on top if the game involves subtraction)

* Check your partners answer using a calculator.

* Scoring:

Option 1: Each player uses the answer to the problem as his/her score for that round. After all 4 rounds, each player finds the sum of all 4 answers and the player with the highest sum wins. (Again, check the sums using the calculator.)

Option 2: Points are earned for each round using the following points scale. Highest total points wins.

Addition Game: Subtraction Game: 3 points if the sum is above 1½

3 points if the difference is between 0 and 1

2 points if the sum is between 1 and 1½ 2 points if the difference is

between 1 and 1½ 1 point if the sum is between 0 and 1

1 point if the difference is above 1½ 0 points if the player solved the problem

incorrectly 0 points if the player solved the problem incorrectly

* After finishing game 1, turn your notebook paper over and play a second round. (Scoring option: the winner this time could be the person with the lowest final sum.)

Game Board

Multiplication of Fractions Dice Game

* 2 players

* All work is to be written on notebook paper NEATLY AND ALL WORK SHOWN

* Each player: write “Round 1” on your notebook paper

* Player 1: roll the 2 dice – place the smallest number as a numerator & largest as the denominator Roll a 2nd time and repeat the process (small on top, large on bottom)

* Player 2: roll the 2 dice – place the smallest number as a numerator & largest as the denominator Roll a 2nd time and repeat the process (small on top, large on bottom)

* Each player – (no calculator) find the product & put your answer in LOWEST TERMS

* Trade papers and use the student calculators to check your partner’s answer (for example: three-fourths times four-fifths ---- type in 3 n 4 d X 4 n 5 d =

Simp = Simp =, repeat the “Simp =” until you get the same answer twice)

* If both players have the correct answer: The person with the largest fraction wins that round and circles that problem –

Write WIN next to it (remember to use a LCD to compare fractions – show your work on the paper) If one of the students has the correct answer, but the other student does not: then the student with the correct answer wins – Circle the problem and write WIN next to it

MATH SPEAK ONLY - NO SOCIALIZING!

Multiplication of Fractions Dice GameVersion 2

* 2 players

* All work is to be written on notebook paper NEATLY AND ALL WORK SHOWN

* Each player: write “Round 1” on your notebook paper

* Player 1: a) roll the 2 dice – find the sum b) Roll the 2 dice again – find the sum

c) Create a fraction with the 2 sums (smallest sum on top, largest on bottom)

d) REPEAT steps a and b e) repeat step c, making a 2nd fraction

* Player 2: create your own 2 fractions by using the steps above

* Each player – (no calculator) find the product & put your answer in LOWEST TERMS – REMEMBER TO “SIMPLIFY BEFORE YOU MULTIPLY”

* Trade papers and use the student calculators to check your partner’s answer (for example: three-fourths times four-fifths ---- type in 3 n 4 d X 4 n 5 d =

Simp = Simp =, repeat the “Simp =” until you get the same answer twice)

* If both players have the correct answer: The person with the largest fraction wins that round and circles that problem –

Write WIN next to it (remember to use a LCD to compare fractions – show your work on the paper) If one of the students has the correct answer, but the other student does not: then the student with the correct answer wins – Circle the problem and write WIN next to it

* Write “Round 2” on your papers and proceed as you did for Round 1

* When time is up, turn in the notebook papers with your name on it! There may be a prize!

MATH SPEAK ONLY - NO SOCIALIZING!Decimal Division Tic-Tac-Toe

Select a Tic Number (divisor) and a Tac Number (dividend). Set up your problem on notebook paper and solve. Round your quotients to the hundredths, when needed.Place your marker in the square that matches your quotient. You are trying to get your markers together horizontally, vertically or diagonally.Points are earned by: 3 of your markers in a row = 1 points 4 of your markers in a row = 3 points

Tic Numbers

4 0.5 6 0.15

Tac Numbers

219 8.37 409 10

54.75

2.09

102.25

2.5

43836.5

818 20

1.67

1,460 66.67

1.40

16.74

55.8

2726.6768.174 extra points

Order of Operations – “Go Fish”

Place all problem cards face down in a stack in the middle of the group.

Distribute 5 solution cards to each player. Place remaining cards face down next to the problem card stack.

Each player draws one problem card and solves it on notebook paper.

If player A has the matching solution in his/her hand then a match is made and both cards are laid down in front of them.

If a match is not made, player A may ask one opponent if they have the number.If that player does not have the match, they say “Go Fish.”

Player A then draws a card from the solution pile. If a match is made, then both cards are laid down in front of them. If there is not a match, play moves to the next person.

The player with the most matches “wins”.

You may have one person per group as a designated answer checker. They are given the answer key.

Or you may provide each student with a calculator capable of solving these types of problems (such as the TI Explorer)

7 + 3 X 2 (7+3) x 2 3 + 4 x 3

(3 + 4) x 3 10 – 2 x 4 (10 – 2) x 4

4 + 5 x 2 (4 + 5) x 2 12 – 2 x 3

(12 – 2) x 3 10 x 3 – 2 10 x (3 – 2)

8 + 2 x 3 + 3(8 + 2) x 3 + 3 12 – 2 ÷ 2

(12 – 2) ÷ 2 12 – 6 ÷ 3 (12 – 6) ÷ 3

24 – 20 ÷ 4(24 – 20) ÷ 4 16 ÷ 4 + 2

9 x 2 + 6 ÷ 33 + 5 + 4 ÷ 2 10

20 6 1

19 2 10

5 11 33

17 10 28

30 6 18

14 32 2

21 15 20

13 13 8

18 3 7 + 4 x 2 – 2

15 – 5 x 2 + 320 – 8 ÷ 4 (20 – 8) ÷ 4

Directions: Shuffle and place cards facedown in a stack. Students are to take turns turning 2 cards over and

finding their sum or difference. SHOW ALL WORK NEATLY ON NOTEBOOK PAPER. Each student’s partner is to check the answer with a calculator and “√” if correct with his/her initials, OR “X” if incorrect with his/her initials.

0.05

0.452 0.7

0.81 0.495

0.681 0.97

0.5 0.125

1.32 4.6Flip & Figure Decimal Activity

2.04 0.002

2.1 0.14

0.9 1.23

0.32 1.08

1.45 0.95

1.005 2.19

Comparing and Ordering Decimals

The Five Brothers

Once upon a time in a small town there were five brothers; Larry, John, Bill, Sam, and Mike. The boys were always in competition with each other, especially around girls. One day the county fair came to town and the boys decided to enter the local competitions. Your team has been asked to judge each competition and order the boys from 1 st – 5th place.

Purpose :

The students are to work in teams ordering decimals from 1st to 5th place.

How to play: The judging teams are to order the decimals for each competition. They are to figure out how each competition is to be ordered from 1st to 5th place.

Competition 1: The wagon pull -- The boys are harnessed to a wagon filled with stones and are to pull until they can’t pull it any further. Distance is measured.

Competition 2: The rope bucket climb—The boys are to carry a bucket of water up a rope and then dump the water once they are at the top. Time is measured.

Competition 3: The moose wrestle—The boys are to hold a moose’s antlers and try not to be pushed backwards. Distance moved is measured.

Competition 4: The underwater breath hold—The boys are to hold their breath underwater as long as they can while holding a fish. Time is measured.

Each event is judged separately and the team is to be given a score card for each of the boys. During the competitions penalties are assessed, at various times, to some of the boys for unsportsmanlike conduct. The judging teams are to figure out how to assess the penalties and then re-rank the boys. The judging teams are awarded points by how quickly they bring the correct results to the teacher.

1st to 5th place KEY

Wagon Pull:

John

Larry

Bill

Mike

Sam

Rope Climb:

Mike

Larry

Sam

Bill

John

Moose Wrestle:

John

Mike

Bill

Larry

Sam

Underwater Breath Hold:

Bill

John

Mike

Sam

Larry

Wagon Pull

Wagon Pull

Bill75.187

Wagon Pull

Sam75.438

Wagon Pull

Larry75.89

Wagon Pull

Mike75.06

Wagon PullPenalty

Sam was caught punching Larry in the nose and a fight ensued. Both boys are assessed a five tenth of meter penalty. What

place are they in now?

Wagon Pull

John75.946

Rope Bucket Climb

Bill3.46

Rope Bucket Climb

Larry3.11

Rope Bucket Climb

Sam3.451

Rope Bucket Climb

John3.64

Rope Bucket Climb

Mike3.02

Rope Bucket Climb

No penalty

Rope Bucket Climb

Moose Wrestle

Moose Wrestle

Sam

42.4

Moose Wrestle

Larry

42.9

Moose Wrestle

John

42.04

Moose Wrestle

Mike

42.402

Moose Wrestle

Bill

42.14

Moose Wrestle

Penalty

Bill was caught stomping on Sam’s foot and Sam then kicked Bill. A penalty is assessed to both boys. They are both

given a six hundredth of an inch penalty. What place are they in now?

Underwater Breath Hold


Sam53.009


Bill54.03


Mike53.877


Larry53.007

Underwater Breath HoldJohn53.9

Underwater Breath HoldPenalty

Mike and John were caught punching each other in the

stomach. Both boys are given a seven tenth of a second

penalty.

Game Board Set UpPlace one set of questions in each pocket (color coded).

Place the cards in the pocket, with the questions at the top and facing up.

Four in a RowBefore play begins: each student selects his/her picture to show wins. (moon or star)Independent: Students will answer questions, trying to answer four questions in a row to win.Partners: Students take turns to answer any question they choose. The object of the game is to answer four questions in a row, correctly. If a student answers the question correctly, he/she can turn the card over and place their game piece into the pocket. If the player answers a question incorrectly then the other player takes over the pocket and then continues with his/her turn.

Black OutBlack Out is a game for students to play independently. The goal of the game is to answer all questions correctly so the students create a black out with the game pieces. If a student answers the question correctly, then they can place their game piece into the pocket. If the answer is incorrect, they place the card back in the set in that pocket and can try another question later.

VersusIndependent: Students are given their own game board and race against each other to see who can answer the most questions correctly. When the answer is correct, the student places their game piece in the pocket. If incorrect the student will place that card at the back of the set in that pocket and try another question later.Partners: Students take turns answering questions until all the questions have been answered. If the student is correct then they can place their game piece in the pocket. If they are incorrect, then the other player can place their game piece in the pocket and continue with their turn. The student with the most correct answers wins.

Tic-Tac-ToeTic-tac-toe is designed for 2 players. Students only need to use a 3x3 section of the game board. The players take turns answering questions. If the student answers the question correctly, he/she can turn the card over and place their game piece into the pocket. The winner has 3 of their game pieces in a row.

Good Luck and have fun!

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Answer: Answer: Answer:

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