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Math Place Value Concentration
Please email me with
question or comments at
asiu@msn.com.
Items Needed: Print off below template on
business cards.
Purpose: To increase students awareness of place
value and lining up numbers on their place value when adding and
subtracting. Ideal math game for centers.
Instructions: Give the students two number with
or without decimal points that they are supposed to add or
subtract. Have them select the digits from the deck that are
used in the numbers. If a digit is used, for example, three
times there must be three instances of that digit. Turn over the
cards and begin playing math concentration. A match is made when
digits are turned over--one from each number--that are in the
same place value.
Template:
Concentration
Game
Musical Chairs
Items Needed: Print off musical chair game on
business cards. Print of place value names on cardstock.
Business cards have the digits. Label chairs with place values.
Purpose: To increase students awareness of the
value of each place. Math game that can be adapted for many age
levels by adding or taking away place values.
Instructions: Give the students a digit card or
have them draw one from a pile. Start the music. When the music
stops they sit in a chair. They then must tell you what their
digit means when it is sitting in their place. For example: If
the digit 2 is sitting in the tens place it means 2 groups of
10.
Templates:
Musical Chairs Game
Place Value Labels
Fraction Twister
Items Needed:
Twister
Board,
spinner,
tape or wax sticks to make
twister circles into fractions,
chips or marker for keeping track of points,
and
beans or marker for making fractions
Purpose: To teach fractions visually and
kinesthetically. To demonstrate the difference between
numerators and denominators.
Instructions:
- For the
younger kids have them work together to make the board –use
wax sticks to divide the pies into fractions or tape. IF
use wax sticks, a rolling pin is helpful to keep them in
place.
- Play find the
denominator. Divide the group into 4 teams. Have each team
stand in a line at the corners. Spin the denominator
spinner. The person at the head of each line must then run
to a pie that is divided into the right denominator.
Sometimes there is more than one. Each person that is
successful get a chip. The team with the most chips in the
end wins.
- Similar to # 2
above. Use the fraction spinner. Find the correct
denominator and then put the right amount of beans on the
pie to make the fraction. Success is rewarded with a chip.
- It’s also
great to have the kids sit around it and use it to talk
about fractions. Use it to talk about equivalent
fractions. Ask questions like: Can you make a fraction
equivalent to ½? What do you need to look for?
- Use it for
comparing fractions because again it’s a great visual.
Which of these is greater?
- Also use it to
demo addition of fractions and why the denominator needs to
be the same. They can then see visually why it doesn’t work
it add pieces of a pie unless the pieces are the same size.
Spinner
Fringo
Items Need: A deck of fringo cards
generated in Excel and call tiles.
Purpose: To help kids develop
competency with identifying equivalent fractions.
Instructions: Play like bingo.
Draw a tile and call out the tile for example: F 1/3. The
students then can put markers on any tile under F that is
equivalent to 1/3.
Template:
Fringo cards
Fraction Pictionary
Items Needed: Deck of fraction
cards (make any fractions you would like) and small deck of
four faces of fractions cards: part of a whole, part of a
collection, another way to write division, number line.
Purpose: To develop understanding of
fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers as
required by national standards.
Instructions: Place both decks upside
down. Divide into teams. Select one person from each team to be
the first person who draws. Select a card from the deck
fraction cards and one card from the four face of fraction deck.
Whatever four faces card they draw determines the way in which
they must represent the fraction. All teams then compete to be
the first to guess the fraction from the artwork drawn by their
own team mate. When representing the number line they can put
whole numbers and popular fractions on the number line but they
cannot write the actual value of their fraction.
Template:
Fraction
Pictionary Cards --these are the four faces of fractions cards
Word 2003 Version
Capture the Villain
Items Needed: Deck of Villain Cards and
Deck of Superhero Cards
Purpose: Use models, and equivalent forms to judge the size of
fractions. Instructions: Deal
out superhero cards. Three cards for each player is good. Place
villain cards face down in the middle. Extra superhero cards are
also facedown in the middle.
One villain card is turned over. All
players then select one of their cards that is larger than the
villain card and place it face down in front of them. When
everyone has placed a card face down in front of them all card
are then turned over. The player with the largest fraction, that
is greater than the villain card, captures the villain.
Players then all draw one more superhero card. Whomever captures
the most villains by the end of the game wins.
Template:
Villain and Superhero Cards (Hit F9 to get a new page of
cards--see all three tabs. Please be aware that I added
descriptive words below the pies but Excel automatically reduces
fractions so 4/10 automatically become 2/5)
The Right Ball Park
Items Needed: One ball for each team, one set of labels for each
team of students. One label for each student. If working with
whole number estimation, labels will be: Ones, Tens, Hundreds,
Thousands, Ten Thousands, etc. If working with fractions labels
will be: 0 ≤
answer < 1, 1
≤ answer < 2, 2 ≤
answer < 3, etc.
Purpose:
Tell your students that the purpose of this activity is to
determine what is reasonable not to try and calculate the actual
answer.
Instructions: This, arriving at the
right ball park, is the first step of estimating and often all
the students need to do when checking their work. They simply
need to determine where on our infinite number line the answer
lies. It is in the ones from 1 to 9 or the tens from 10 to 99,
etc. Have them get into
groups and give everyone in their group a different ball park
label. You will then bring up one problem at a time. Their job
is to pass the ball to the person in their group whose label
reflects the right ball park for the answer. When that person
gets the ball they need to hold the ball up over their head, and
when called on, they need to explain why they arrived at that
answer.
Let's Make a Deal
Items Needed: Two decks of cards one
with fractions and one with decimals.
Purpose: To give kids fun lessons in
converting and comparing fractions and decimals.
Instructions: Divide the kids into
teams. The teacher can be Monte. The teacher will
have a team draw from a deck of decimal cards. They can be
represented as money or not. For example: $.25.
Monte will then say. I will offer you 1/2 of a dollar for
your $.25. The team then needs to decide if it's a good
trade or not. If they don't want to trade any other team
can trade for the same amount. After they decide the teacher
then goes to the next team. The team with the most money
at the end wins.
Templates:
Fraction Cards and
Decimal Cards Please
modify the cards to make the fractions and decimals that best
fit your lesson plans.
One of These Things
Items Needed: Powerpoint of different
fractions and/or decimals where one of the items on the slide is
not equivalent. Kids can make the slides for each other.
Purpose: To give kids fun lesson in
working with equivalent fractions and/or comparing fractions and
decimals.
Instructions: Show the students a
Powerpoint slide where one of the items is not equivalent to the
other 3. Like the game on Sesame Street have them guess which
one.
Template:
One of These
Things
The Borrowing Play
Items Needed: Bread sticks—I used
bundles of straws. Put straws in bundles of 10. (I used blue
painters tape because it can easily be taken off.) Then put 10
of these bundles of 10 into a bundle of 100. I used a wax stick
to make the 100 bundle. Gives this bundle to the hundred piggy
digit. Labels for each of the pigs and wolfs,
can also make noses for each character or other costumes.
Sign that Says: It’s Borrowing Time
Purpose: By acting out borrowing
students will gain a point of reference for the subtraction
borrowing procedures.
Instructions: Put the following play
on the big screen so characters can see their lines. Lines are
minimal except for the narrator.
Borrowing Play
Word
2003 Version
Straw
Dividing Race Items
Needed:
·
Straws in bundles of 10 –bundles of 10 straws connected by blue
painters tape so they can easily be taken off.
· Straws in bundles of 100 –10
bundles of 10 in one bundles. I put a wax stick around the 100
bundles so they can be easily taken apart
· Some individual straws not in
bundles.
· All these straws will be put in
a baggie.
If available can use a cup stacking
timer and board.
Purpose: To help them to understand
the procedures for long division.
Instructions:
- This is
similar to cup stacking. Two people competing against each
other are both given a baggie full of straws and a problem.
When the timer starts the participants must withdraw the
right amount of straws from the baggie and then proceed to
divide the straw into the correct amount of piles noted by
the divisor.
- For example
with 213 ÷ 5. After the teacher says go each participant
would quickly take out 2 bundles of 100, one bundle of 10
and three individual ones. To divide the 213 by 5 the
students would each take apart the hundreds bundles. (This
is because two bundles can’t be divided by 5 people.) They
have 21 bundles of ten. (20 from the 2 bundles of hundred +
1 existing ten.)
- They would
then divide these 21 bundles equally among five piles (Five
piles because we are dividing by 5.) They would create five
piles on the table and count out the bundles like they are
dealing out cards. One for you, one for you, etc. until all
the bundles of 10 are counting out equally among the five
piles. (Each stack must have the same amount of groups of 10
so there will be one left over ten.)
- The one
bundle of 10 would then be unwrapped and the ones (10 + 3 =
13) would then be equally distributed among the five piles.
With a remainder of 3. The end would show five piles. Each
pile would have 4 bundles of 10, 2 individual ones and the
remainder of 3 would be at the end. The student would then
yell done or hit the buzzer.
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