games on the go: maths ages 8-10

Play to learn Play to learn Play to learn Play to learn Play

to learn Play to learn Play to learn Play to learn Play to

learn Play to learn Play to learn Play to learn Play to learn























Play to learn Play to learn Play to learn Play to learn Play to

























Also available

Games on the Go . . .Maths Ages 5-8ISBN 9781420209259

Maths Ages 10+ISBN 9781420209273

Also byPeter Maher

At Your Fingertips:Maths Ages 8-10

ISBN 9781420204193

Maths

40PhotocoPIABle

PAGeS!

MathsPlay to learn!Games on the Go is a fun and practical series packed with games that either teach new skills or offer fun practice and consolidation of skills. each title in the series contains a range of games suitable for individual, group or whole class work. A Quick Finder chart makes it easy to find games with a specific focus. the games are especially suitable for teaching and motivating students who are experiencing difficulties—although all your students will love learning through play!

Inside you’ll find three sections:

Play Straight Away• instructions for quick games that don’t

need any special equipment or preparation.

Copy and Play• one game per worksheet, ready to

photocopy and distribute to students.

Make and Play• games to copy, assemble and store in the

classroom to use again and again.

PeterMaher

Ages

8-10

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

GOTG Cover Maths 8-10.indd 1 7/07/10 4:42 PM

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AGES 8–10

Maths

Peter Maher

Play to Learn!

GOTG Maths 8-10.indd 1 17/05/11 1:36 PM

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To Matthew, Claire and Caitlin - for always being game to play.

First published in 2007 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141Reprinted 2009, 2010, 2011, 2012 (twice)

Visit our website at www.macmillan.com.au

Associated companies and representatives throughout the world.

© Peter Maher/Macmillan Education Australia 2007Games on the Go: Maths Ages 8–10ISBN 978 1 4202 0926 6ISBN 1 4202 0926 4

Publisher : Sharon DalgleishManaging Editor : Raewyn GlynnEdited by Laura DaviesDesign by Trish Hayes and Stephen Michael King Illustrations by Stephen Michael King

Printed in Australia by BIGPRINTTYPO, South Melbourne

Copying of this work by educational institutions or teachers

The purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions, contact:

Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone (02) 9394 7600 Facsimile (02) 9394 7601 Email [email protected]

Reproduction and communication for other purposes

Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.


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M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a

Contents

Quick Finder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Look here to find activities with a specific focus.

Play Straight Away . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Fun games requiring little or no preparation.

Copy and Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Blackline masters — one game per page.

Make and Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Photocopiable and easy to assemble games that can be stored for repeated use.


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4

Quick Finder References are to page numbers.

Strand Focus Play Straight Away

Copy and Play

Make and Play

NUMBER Number facts 6, 7 39

Place value 7 14, 17 31, 36

Addition 7, 8 15, 16, 17 42, 45

Subtraction 8 42, 45

Multiplication 9 42, 48

Division 42, 48

Number patterns 7

MEASUREMENT Estimation 10

Length 10

Money 51

Time 10 56

SPACE Directions 18 59

2D 11 59

3D 59

Coordinates 11

CHANCE Probability 12 19, 20, 21

Working mathematically

1222, 23, 24, 25, 26, 27, 28, 29

62


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M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h sM a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a t h s M a 5

Playing the games

The games in this section of the book require little or no equipment. Any equipment listed should be readily available in the classroom.

These games are fun ways to introduce a mathematical concept or to consolidate a previously acquired set of skills or concepts. They can be used to break up a lesson or, as is often the case, as a treat.

These games have an extremely high motivational appeal and will add interest and fun to your mathematics program.

Play Straight AwayPlay Straight Away


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66

equiPment: None

how to Play:1 . Assign each student a random

number from 1–100.

2 . Tell students to think of five facts about their number. For example: ‘it is odd’, ‘rounded to the nearest 10, the number becomes 20’, ‘the ones digit is 6 larger than the tens digit’, ‘the number is prime’, ‘on a calculator the number uses 6 light bars’ and so on.

3 . Allow some thinking time, then ask each student in turn to say their facts.

Variation: Turn the game into a race by having students raise their hand as soon as they have thought of five facts about their number.

Number Facts

strand: Number

Focus: Number facts

Maths Tiggy

strand: Number

Focus: Number facts

Maths Knockout

strand: Number

Focus: Number facts

WHOLE CLASS

WHOLE CLASS

WHOLE CLASS

equiPment: None

how to Play:1 . Ask students to stand around the

room.

2 . Ask a mathematical question, and have the first student who raises their hand give the answer. If incorrect, they must sit down. If they are correct, tell them to tag every student within reach. Then they can take a number of steps, tagging other students as they go; for example, 3 steps for answering

an ‘easy’ question, 5 steps for a ‘medium’ question, and 7 steps for a ‘hard’ question.

3 . All tagged students must sit down.

4 . Continue asking questions until only one student remains.

equiPment: None

how to Play:1 . Have students form a line.

2 . Ask the first two students in line a maths question. Whoever gives the answer first stays standing. The other student must go back to their seat.

3 . Keep moving along the line asking each pair a new question. When you get to the end of the line, begin a new round at the head of the line. Continue with more rounds until there is only one pair left. You may

want to choose a different maths theme for each round.

4 . The last pair battle out a final round. The first to answer three questions correctly is the champion!

Hint: If you end up with one student at the end of the line who doesn’t have a partner, choose a student who has been ‘knocked-out’ to return as a ‘wildcard’ to play against them.


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77

Build a Flat

strand: Number

Focus: Place value Addition

equiPment: a die

one MAB 100 block per student

ten MAB 10 blocks per student

ten MAB unit blocks per student

how to Play:1 . Have students play in pairs.

2 . Tell students the object of the game is to cover the MAB 100 block (the ‘flat’) with ten 10 blocks.

3 . Tell students to take turns to roll the die. Each time they roll a number,

students must place that number, in MAB blocks, onto their own ‘flat’. When a line of ten unit blocks is made, these must be swapped over for a 10 block.

4 . The first student to cover their MAB 100 block ‘flat’ in ten 10 blocks wins the game.

What Number is in My Head?

strand: Number

Focus: Place value Number facts

equiPment: None

how to Play:1 . Ask students to form a circle.

2 . Think of a number. It can be a whole number, a fraction, a mixed number, or a decimal and you can vary the amount of digits.

3 . Ask a student to guess what the number might be, and answer either ‘higher’ or ‘lower’.

4 . Move around the circle, taking guesses from each student until the answer is reached.

The Counting

Game

strand: Number

Focus: Addition Number patterns

equiPment: None

how to Play:1 . Have students form a circle.

2 . Select a student to start a count by ones around the circle.

3 . About half way around the circle, have students count by twos (from the current number—don’t start again from zero). If a student makes an error, they must leave the game.

4 . Change progressively to counting by threes, fours, fives and so on, until only one student is left, or 1000 is reached.

5 . Point out the patterns that form in the game, and addition strategies that will assist students’ quick computation. For example: when counting by 8, a good strategy is to add on 10 and then jump back 2.

2 PLAYERS

WHOLE CLASS

WHOLE CLASS


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88

Group 10

strand: Number

Focus: Addition—bonding to 10

Up to 100

strand: Number

Focus: Addition—bonding to 20

Take it Away

strand: Number

Focus: Subtraction

equiPment: 1 calculator for each pair of students

how to Play:1 . Organise students into pairs and give

each pair a calculator.

2 . Ask students to type 21 into their calculators.

3 . Tell students to take turns to subtract 1, 2 or 3 from the total on the screen. The first to reach zero is the winner.

4 . Encourage students to develop a strategy when selecting which number to subtract.

Variation: Start at a larger number, such as 57, and allow a greater range of numbers to be used in the subtractions, such as 1, 2, 3, 4 and 5. How will this alter students’ strategies?

equiPment: 1 calculator for each pair of students

how to Play:1 . Organise students into pairs and give

each pair a calculator.

2 . Tell students they must take turns to add a number less than 20 to the number displayed on the calculator (beginning with zero). The winner is the first to reach 100.

3 . Encourage students to develop a strategy when deciding which number to add.

equiPment: a deck of playing cards per group,

with jokers, tens and picture cards removed

how to Play:1 . Arrange the class into groups of four.

2 . Ask one student in each group to shuffle the cards and deal out 10 cards, face down, to each player.

3 . Tell students to take turns to lay down a card, face up, forming a line of cards in the middle of the table.

4 . Tell students to look out for a bond to 10, for example a 4 card placed next to a 6 card, or a 2, 3, and 5 card placed one after another. Ace cards are equal to 1. The first player to see a bond to 10 takes those cards. The winner is the last player left holding any cards.

4 PLAYERS

2 PLAYERS

2 PLAYERS


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99

equiPment: a deck of playing cards per group,

with jokers and picture cards removed

how to Play:1 . Arrange students into teams of four,

and give each team a deck of cards.

2 . Tell students to deal out 10 cards, face down, to each player.

3 . Tell students to take turns to place a card, face up, on the table. When two cards are placed, the first in the group to say the product of those two cards takes all the cards on the table. Ace cards are equal to 1.

4 . The game ends when all cards are held by one player. Or, after a time limit, the winner is the player holding the most cards.

Variation: Leave the picture cards in and give them the following values: Jacks =11, Queens = 12, and Kings square the previous number (for example, a 7 followed by a king = 7 x 7).

Table Cards

strand: Number

Focus: Multiplication

3 Times Star

strand: Number

Focus: Multiplication

equiPment: None

how to Play:1 . Teach students, or revise, the test for

divisibility for the 3 times table: The sum of the digits in any number in the 3 times table is always divisible by 3.

2 . Arrange students in a circle. Tell them they will be counting by ones and must say ‘star’ when they get to a number that is in the 3 times table or to a number ending in 3. The count will go 1, 2, ‘star’, 4, 5, ‘star’, 7, 8, ‘star’, 10, 11, ‘star’, ‘star’ and so on.

3 . Continue around the circle. If an error is made, that student must leave the game and the next in line must supply the correct answer.

4 . The winner is the last student left in the game.

Hint: Depending on their ability level, you may want to provide a hundreds chart to each student before the game begins.

4 PLAYERS

WHOLE CLASS


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1010

equiPment: a few metre rulers or measuring

tapes

how to Play:1 . Ask students to estimate a metre

length by lining up equipment on their desks, such as exercise books, pencils and erasers.

2 . A fellow student then uses a metre ruler or measuring tape to measure the accuracy of the estimate.

Variation: Change the required length on a regular basis, for example 50 cm, 1.5 m, and so on.

Hint: If students are having a lot of difficulty in their initial estimation, let them use the tape measures or metre rulers to measure various objects around the room. This will give them an idea of the length of a metre.

Make a Metre

strand: Measurement

Focus: Length Estimation

In a Minute

strand: Measurement

Focus: Time

equiPment: a stopwatch

how to Play:1 . First, give students first-hand

experience in the duration of a minute. Have them stand up, then ask them to sit down when they estimate that a minute has elapsed. Continue this until their estimates are acceptably accurate.

2 . Set students a task that they must accomplish as many times as possible in a minute. Tasks could include counting to 20, saying the alphabet, touching toes and then stretching tall, and so on. Time students, and let them know when a minute has elapsed.

3 . Have each student, one at a time, use the task to estimate the duration of a minute. For example, tell them to stand and say the alphabet until they think a minute has elapsed.

WHOLE CLASS

WHOLE CLASS


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1111

Coordinate Noughts

and Crosses

strand: Space

Focus: Coordinates

equiPment: None

how to Play:1 . Draw a 3 x 3 grid on the board.

Label the grid in the following manner:

2 . Choose two students to play at a time, while the rest of the class observes.

3 . The standard rules of noughts and crosses apply. However, instead of drawing on the board themselves, students must direct where on the board you, the teacher, must place the nought or cross. They must give the two coordinates, first the horizontal coordinate and then the vertical coordinate. For example, if they want to place a cross in the top-left corner of the grid, they must say ‘A, 3’.

Attribute Towers

strand: Space

Focus: 2D space

equiPment: a set of attribute blocks

how to Play:1 . Review with students the four

attributes of the blocks: shape, size, colour and thickness. Ensure they can describe the blocks thoroughly in terms of these attributes.

2 . Organise the class into two teams, and have each team form a line.

3 . Place a block at the head of each line of students, and tip the remaining blocks into a pile between the two lines.

4 . Tell students that each team is to form a line of blocks (their ‘tower’) with each block differing from its preceding block by just one attribute. The first student in each line is to select a suitable block from the pile,

place it next to the block on the floor at the front of their line, and then go to the end of the line. The next student then adds a suitable block to the two blocks, and so on until all students in each team have had a turn.

5 . Give a point to every correct placement. The team with the most points wins.

Variation: Have students select a block that differs from the preceding block by two, three or even four attributes.

3

2

1

A B C

2 PLAYERS

WHOLE CLASS


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1212

2 from 5

strand: Chance

Focus: Probability

equiPment: a set of cards numbered 1, 2, 3, 4 and 5

how to Play:1 . Tell students two cards will be selected

at random. Ask them to write which cards they predict will be chosen.

2 . Have students write what they think the chance is of their prediction being correct. Have them write how many classmates they expect will be correct.

3 . Draw two cards and record the results on the board.

4 . Show students all 10 possible combinations to refine their understanding. Play again.

5 . After ten rounds, draw students’ attention to the results and discuss them.

Rolling Run-Around

strand: Chance

Focus: Probability

equiPment: a die

how to Play:1 . Have students stand in the middle of

the classroom.

2 . Ask students to predict one of two possible outcomes of the first die roll. For example, say ‘If you think I will roll a number bigger than 2, move to the right. Otherwise, move to the left.’

3 . Roll the die. Students who made the incorrect prediction leave the game. Continue playing until there are no students left. Emphasise the element of chance, and point out sensible choices.

Mathematical Heads

Focus: Working mathematically

equiPment: None

how to Play:1 . Choose three students to sit at the

front with their backs to the board.

2 . Write a number on the board above each student. The numbers should not be visible to the three seated students.

3 . The students take turns to ask the class a ‘yes’ or ‘no’ question about their number. If they receive a ‘yes’ answer, they ask another question. If they receive a ‘no’, it is the next student’s turn.

4 . The winner is the first player to identify their number.

Variation: Play a number of rounds, using a different theme for each round. Themes could include: fractions, 2D and 3D shapes, time, and dates.

WHOLE CLASS

WHOLE CLASS

WHOLE CLASS


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The games in this section tend to have a longer playing time than the Play Straight Away games. They can be used as the focus of a complete whole-class lesson. Alternatively, they can be used for small group work or to reward, challenge or extend fast finishers.

Playing the games

It is often beneficial to demonstrate the games in front of the class to ensure that students understand what is required of them. At the end of the sessions it is also valuable to gather students together and ask them to share what they have learnt. At this time, questions such as ‘What maths did you use when playing the game?’ or ‘What strategies did you use?’ are most beneficial.

making and storing the games

Each game in this section appears on a photocopiable blackline master. You may wish to laminate and store some of the copied pages. Students can then use a whiteboard marker when playing the game. The marker can be wiped off when students have finished, leaving the game ready for the next use.

Most of these games include a list of materials needed; however, the equipment required is of a standard classroom nature.

Copy and PlayCopy and Play


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BLM 1

Games on the Go: Maths Ages 8-10 © Peter Maher/Macmillan Education Australia.ISBN 978 1 4202 0926 614

Roll the PlaceWhat you need:

a 0–9 die

How to play:

1. Player 1: roll the die four times. Record the numbers rolled as a four-digit number putting the first number you roll in the ones place. For example, if the numbers rolled are 2, 3, 0, and then 1, record the four-digit number 1 032.

2. Take turns to roll 5 four-digit numbers each. Record each number.

3. Now write out your 5 numbers in order from highest to lowest.

4. Use a calculator to find the total of your 5 rolls. Record who had the highest total, and by how much.

Strand: Number Focus: Place value Both players use same sheet.2

PLAYERS

Roll Player 1: Player 2:

1

2

3

4

5

Rolls in order Player 1: Player 2:

Highest

2nd highest

3rd highest

4th highest

Lowest

Total

won by


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Games on the Go: Maths Ages 8-10 © Peter Maher/Macmillan Education Australia.ISBN 978 1 4202 0926 6 15

BLM 2

What you need:

a 1–10 die

2 different coloured pencils

How to play:

1. Select a coloured pencil and take turns to roll the die.2. Player 1: roll the die. Starting at 1, colour in the number of squares you roll.3. Player 2: roll the die. Colour the number of squares you roll, starting on the number after player

1’s last coloured square. 4. Keep taking turns to roll the die and colour squares until one player lands exactly on 100. If your

roll would take you past 100, miss a turn. 5. Count the number of squares coloured in by each player. The winner is the player who coloured

the most squares.6. Write how many squares each player coloured. Write the difference between these totals.

Colour to 100

Strand: Number Focus: Addition Both players use same sheet.

Player 1 coloured squares. Player 2 coloured squares.

won by squares.

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

2 PLAYERS


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Bank on ItBLM 3

What you need:

a die

How to play:

1. Choose a number on the die to be the bankrupt number.

2. Now start Game 1. Keep rolling the die and adding together the numbers rolled. Any player may stop adding at any time and bank the total as your score. Your aim is to bank the highest total before the bankrupt number is rolled. If the bankrupt number is rolled before you have banked your total, score a zero for that game.

3. Play all 10 games, adding your score for each game to your running total. After 10 games, compare your scores to find out who the winner is.

Strand: Number Focus: Addition Each player needs own sheet.

Game 1: Total after 1 game:

Game 2: Total after 2 games:








Game 10: Final score:

2+ PLAYERS


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99 or Bust BLM 4

What you need:

a die

How to play:

1. You have seven rolls of the die to reach a total as close as possible to 99, without ‘busting’ or going over 99.

2. Take turns to roll the die seven times each. Every time you roll the die you can add either the number rolled, or ten times the number rolled, to your total. For example, if you roll a 5, you can add either 5 or 50 to your total.

3. Record your total after every roll. The winner is the player whose total after seven rolls is closest to 99, without going over 99.

Strand: Number Focus: Addition, Place value Both players use same sheet.

Player 1 Player 2

Total after roll 1: Total after roll 1:







2 PLAYERS


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BLM 5 Compass DiceWhat you need:

1 counter a die

How to play:

1. Place your counter on the black hexagon in the middle of the sheet.

2. Look closely at the key. This shows you which direction to move your counter when a number is rolled.

3. Guess which direction you think your counter will be heading after 12 rolls of the die:

4. Now, roll 12 times. After each roll, check the key and move your counter in the correct direction. Which direction are you headed now? Was it what you predicted?

Strand: Space Focus: Directions 1 PLAYER

KEY:

1

43

26

5

N

S

SE

NENW

SW

N

S

SW

W

NW NE

E

SE


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Lucky 7 BLM 6

What you need:

a deck of cards with jokers and picture cards removed

How to play:

1. Shuffle the cards and deal two cards, face down, to each player.

2. If one of your cards is a 7, tick the Lucky 7 column. If your two cards add up to 7, tick the Lucky 7 column. Otherwise, tick the Bad Luck column. Return your cards to the pack and shuffle. Play 20 rounds.

3. Add up your score on the score sheet to see who wins the game. Each tick in the Lucky 7 column is worth 3 points. You lose 1 point for each tick in the Bad Luck column.

Strand: Chance Focus: Probability Each player needs own sheet.

Lucky 7s Bad Luck

(1) Number of Lucky 7s =

(2) Lucky 7s x 3 points =

(3) Number of Bad Lucks =

(4) Subtract (3) from (2) =

Total points =

Score sheet

4 PLAYERS


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Black Cat, White CatWhat you need:

2 dice

1 black counter and 1 white counter

How to play:

1. Read the rules. Decide which cat you want to be. Place the counters in the starting boxes.

2. Take turns to roll the dice. Move your cat according to the rules.

3. The first cat to reach the cream is the winner!

BLM 7

Strand: Chance Focus: Probability Both players use same sheet.

Rules:• Roll both dice.

• Work out the difference between the two numbers.

• If the difference is exactly 1 – move the black cat forward 3 spaces.

• If the difference is not 1 – move the white cat forward 1 space.

2 PLAYERS


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Winning PetsWhat you need:

2 dice

6 counters of different colours

How to play:

1. Choose which pet you want to be and place a counter in that pet’s start box.

2. Roll the dice and add up the two numbers rolled. Look at the column next to each pet to see who gets to move forward one space. For example, if the total of the two numbers rolled is either 6 or 8, the budgie moves forward.

3. The first pet to cross the finishing line wins.

BLM 8

Strand: Chance Focus: Probability All players use same sheet.

Do you think each pet has the same chance of winning?

Why or why not?

Total of 2 or 12

FROG

Start

Total of 3 or 11

DOG

Start

Total of 4 or 10

MOUSE

Start

Total of 5 or 9

HORSE

Start

Total of 6 or 8

BUDGIE

Start

Total of 7

GOLDFISH

Start

FIN

ISH

ING

LIN

E

6 PLAYERS


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Triangle Wipe-outWhat you need:

20 counters

How to play:

1. Place a counter on every circle except one.2. Now, use any counter to jump over an adjacent counter into the free space. Remove the counter

you jumped over.3. Keep using any counter on the board to jump over another counter and remove it. You can only jump

over adjacent counters, and you can only jump one counter at a time. You may not slide counters around on the game board—the only way to move the counters around is by jumping another counter.

4. Your aim is to remove as many counters as possible before you can no longer jump a counter. It is possible to have only 1 counter left!

BLM 9


Adjacent means something that is right next to something else.

1 PLAYER


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What’s the Catch?What you need: a pencil and an eraser

How to play:

1. Colour 6 squares on the Game 1 grid. But there’s a catch.You can only colour:

1 square in each column

1 square in each row

1 square in each corner-to-corner diagonal line.

2. Now, try again. How many solutions can you find?

BLM 10


Game 1 Game 2

Game 3 Game 4

1 PLAYER


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CaptureWhat you need:

16 counters—8 of one colour, 8 of a different colour

How to play:

1. Choose which colour counter you want to use. One player places all their counters on the X squares. The other player places all their counters on the Y squares.

2. Both players: remove any one of your own counters.

3. Take turns to jump one of your counters over another counter into a free space. You can jump any adjacent counter. You can jump more than one counter at a time. When you jump one of your opponent’s counters, remove it from the board.

4. The game ends when one player has no counters left on the board, or when neither player can make another jump. The winner is the player with the most counters left on the board.

BLM 11

Focus: Working mathematically Both players use same sheet.


2 PLAYERS

X X Y Y

X X Y Y

X X Y Y

X X Y Y


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Don’t Stop That Line! BLM 12

What you need:

a ruler

2 different coloured pencils

How to play:

1. Start at game 1. Player 1: use the ruler to draw a straight line anywhere on the grid, connecting between 2 and 6 dots. The line can be horizontal, vertical or diagonal.

2. Player 2: start at the end of Player 1’s line. You can either extend their line in the same direction, or draw a line heading in a different direction.

3. Keep taking turns to continue the line, starting where the other player left off. 4. The line must never run into itself. The person who stops the line, so that no more moves can be

made without the line touching itself, loses the game.


Game 1 Game 2

Game 3 Game 4

2 PLAYERS


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BLM 13 Tri TrickWhat you need:


How to play:

1. Choose which colour counters you want to use. Your aim is to make a line on the board out of your 3 counters. The line can be horizontal, vertical or diagonal.

2. Take turns to place each of your counters on any empty circle, except the circle in the middle.

3. Take turns to slide one of your counters along a line to any empty adjacent circle.

4. The first player to form a line with their counters is the winner.

5. Write the name of each player in the score sheet, and keep a tally of who wins each game.

Focus: Working mathematically Both players use same sheet.2

PLAYERS


Player 1: Player 2:

Score sheet


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BLM 14Side to SideWhat you need:


How to play:

1. Each player must place their five counters at either end of the game sheet in the home positions. 2. The winner is the first to move all their counters from their HOME BASE to their opponent’s HOME BASE.3. Take turns to move one counter at a time. Counters must move along a line to an adjacent circle.

Counters can move forwards and backwards, but can’t jump over other counters.


BLM 14

2 PLAYERS


HOME BASE

HOME BASE


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RoundaboutBLM 15

What you need:

6 counters

How to play:

1. Place 1 counter in each section of the roundabout.

2. The first to play moves any counter clockwise 1 section.

3. Take turns to move counters clockwise. You can move the counters in any of the sections, but the number of sections you move must equal the number of counters. For example, a section containing two counters must have both counters moved two sections clockwise.

4. The winner is the first player to land all counters in the same section of the roundabout.

5. Write the name of each player in the score sheet and keep a tally of who wins each game.

R O

U N D A B O

U T

R O

U N D A B O

U T

2 PLAYERS


Player 1: Player 2:

Score sheet


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BLM 16

What you need:


How to play:

1. Choose which colour counter you want to use. Take turns to place your counters on an empty circle.2. When all counters are placed, take turns to slide one of your counters along a line to an empty circle. 3. Your aim is to form a line of 3 of your counters. A line can be horizontal, vertical or diagonal. If you

can’t move any of your counters because they are blocked by your opponent’s counters, miss a turn.4. When you form a line of 3 counters, remove one of your opponent’s counters from the board.5. The first player to remove 2 of their opponent’s counters is the winner.6. Write the name of each player in the score sheet, and keep a tally of who wins each game.

Line Them Up

Focus: Working mathematically Both players use same sheet.2

PLAYERS

Player 1: Player 2:

Score sheet


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Most of the games contained in this section are designed for small groups. They can be used to teach concepts in a workstation setting or you can involve the whole class in the learning activity by creating multiple sets of each game.

Before playing a game, introduce it to students by explaining the instructions and discussing game strategies. To do this, play the game with small groups of students (or enlist adult helpers). Alternatively, play the game with selected students while the others watch, or divide the class into teams and play the game as a class with each team being a player.

making and storing the games

Children are notoriously hard on materials in the classroom and it is strongly recommended that you copy the game board and other components onto card and laminate them or cover them in clear contact for durability. Small components and sets of cards should be stored in sealable bags or containers and stored with the game board in a larger container.

Attach game instructions to the lid or elsewhere on the outside of the container. This will prevent instructions getting lost and also make it easy to identify the contents of the container.

There is nothing more annoying than discovering that, for example, a game of dominoes cannot be finished because a piece of the puzzle has gone astray. Encourage students to be thoughtful with the equipment they use. Great life skills will be developed in the process, as well as great maths skill training!

Game components can be stored in small clip-seal bags, photographic film canisters, small take-away containers, matchboxes or ice-cream containers.

Game boards plus components can be stored in large clip-seal bags, shirt boxes, photocopy paper boxes (A4 or A3-sized), film document holders (A4 or A3 sizes are available) or postal boxes (various sizes are available).

Make and PlayMake and Play


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Maths Ma ths MathsMaths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma 31


strand: Number

Focus: Place value

how to make the game

Copy BLM 19 and BLM 20 to make an A3-sized game board. Laminate the game board, or cover it in clear contact. Copy BLM 17 and BLM 18 and cut out the 40 question cards. Store the cards in a sealable container. Copy and cut out the game instructions (see below) and store with the question cards and game board.

Slip and Slide

Slip and Slide

What you need: 40 question cards a die 2 different coloured counters

How to play:1. Shuffle the question cards and place them

face down next to the game board. Place both counters on the 1 square.

2. Take turns to roll the die. Move your counter forward that number of squares. After each roll, your opponent must read a question to you from the card on the top of the pile. If you answer correctly, slide forward five spaces. If you answer incorrectly, slip back two spaces.

3. The first player to reach 100 is the winner. You must land exactly on 100. If you roll a number that will take you past 100, miss a turn.

2 PLAYERS

"


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Slip and SlideBLM 17

Question Cards

"

Q: 100 + 90 + 2

A: 192

Q: 300 + 7 + 30

A: 337

Q: 5 + 100 + 80

A: 185

Q: 20 + 800 + 1

A: 821

Q: 600 + 70 + 4

A: 674

Q: 1 + 90 + 200

A: 291

Q: 6 + 800

A: 806

Q: 8 + 200

A: 208

Q: 1 000 + 400 + 3

A: 1 403

Q: 2 000 + 30 + 9

A: 2 039

Q: 40 + 2 + 7 000

A: 7 042

Q: 5 000 + 3 + 700 + 90

A: 5 793

Q: Spell million

A: m, i, l, l, i, o, n

Q: Spell thousand

A: t, h, o, u, s, a, n, d

Q: Halfway between 500 and 600 is . . .

A: 550

Q: Halfway between 1 000 and 1 100 is . . .

A: 1 050


A: 85


A: 135


A: 265

Q: Halfway between 1 000 and 2 000 is . . .

A: 1 500


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Question Cards

"Slip and Slide BLM 18

Q: Round 47 to the nearest 10

A: 50

Q: Round 85 up to the nearest 10

A: 90


A: 280


A: 170


A: 730


A: 850


A: 200


A: 800

Q: Round 7 723 to the nearest 1 000

A: 8 000

Q: Round 3 840 to the nearest 1 000

A: 4 000

Q: What is 1 less than 1 100?

A: 1 099

Q: What is 1 less than 1 000?

A: 999

Q: How many hundreds make 1 000?

A: 10

Q: How many tens make 1 000?

A: 100

Q: What is the smallest three-digit number?

A: 100

Q: What is the biggest three-digit number?

A: 999

Q: What is the smallest four-digit number?

A: 1 000

Q: What is the biggest four-digit number?

A: 9 999

Q: 23 tens make . . .

A: 230

Q: 200 tens make . . .

A: 2 000


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BLM 19

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

Sl ip and S l ideCorrect

answer: Slide forward 5

spaces


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BLM 20

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

Incorrect answer: Slip back 2 spaces


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Maths Ma ths MathsMaths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths Maths Maths Ma ths

36


Place Value Memory

Place Value Memory

What you need: a set of place value cards

How to play:1. Shuffle the cards and spread them out,

face down, on the table.

2. Take turns to turn over two cards. If the two cards match, keep them, and have another turn. If the two cards don’t match, turn them back over.

3. The game ends when all cards have been paired up with their matching card. The winner is the player who has won the greater number of cards.

strand: Number

Focus: Place value


Copy BLM 21 and BLM 22 and cut out the place value cards. Store the cards in a sealable container. Copy and cut out the game instructions, and store with the place value cards.

2 PLAYERS

"


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Place Value Memory BLM 21

Place Value Cards

"

I have an 8 in the tens place 784

Rounded to the nearest 10, I equal 40

37 I equal 10 x 10 x 10

1000 I expand to 300 + 50 + 1 351

I have a 4 in the hundreds

place2 456 I have a 1 in

the tens place

8 215I am bigger than 580 but smaller

than 600594


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Place Value Cards

"

I equal 900 when rounded to the nearest 100

872

I equal 100 + 6 + 40 146 I have a 6 in

the tens place

267 I equal 10 x 10 100

I equal 700 when rounded to the nearest 100

749 I am halfway to 100

50I am bigger than 310 but smaller

than 330328

Place Value MemoryBLM 22


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Number Facts Bingostrand: Number

Focus: Number facts


Copy BLM 24 and cut out and laminate the blank bingo game boards. You will need one board for each player. Copy BLM 23 onto card, laminate and cut out the question cards. Store them in a sealable container. Collect 20 counters for each player. Copy and cut out the game instructions (see below) and store with the game components.

hints

This game can be played either in small groups or as a whole class activity.

Have students use whiteboard markers to write on the bingo boards. Then, after each game, have them clean off their bingo boards with a whiteboard eraser ready for the next players.

Number Facts Bingo

What you need: 1 bingo board for each player

except the caller 20 counters for each player

except the caller a set of question cards

How to play:1. Choose one player to be the caller.

2. All other players: use your whiteboard marker to write a different number between 1 and 50 on each empty square on your board. You cannot use the same number twice.

3. The caller takes a question card and reads it out. If the answer to the question is one of the numbers on your board, put a counter on that number.

4. The winner is the first to make one straight line of counters.

WHOLE CLASS

"3+

PLAYERSor


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BLM 23 Number Facts Bingo

I am the second smallest digit on a calculator keypad

I am 4 lower than 30

I am the first number that is in both the 1 times

and 2 times tables

I am equal to 13 + 13 + 1

I am the number that the letters TRI

stand for

I am 2 short of 30

I am the number of sides on a

rhombus

I am the biggest number in the 20s

I am the number of sides on a

pentagon

I am the smallest number in the 30s

I am half a dozen

I am the number of days in January

I am 13 less than 20 I equal 4 times 8 I am 2 x 2 x 2

I equal half of 66

I am the biggest one-digit number

I am 1 less than 7 groups of 5

I am the smallest two-digit number

I am 7 groups of 5

I equal 5 + 5 and 1 more I equal 3 dozen

I am the number of months in

the year

I equal 3 tens and 7 ones

I am 1 more than 2 lots of 6

I am 2 less than 40

I am the second number in the 7 times table

I am the biggest number in the 30s

I am half way to 30 I am 4 tens

I am equal to 4 multiplied by itself

I am 20 + 20 + 1

I am 83 away from 100 I am twice 21 I am 2 less than

10 + 10

I am half of 86

I am the smallest number that can

be made with a 9 and a 1

I am the digit 4, written twice

I equal 2 + 8 + 6 + 4

I am 9 groups of 5

I equal 7 groups of 3

I am 4 away from 50 I am half of 44 I am 20 and 20

and 5 and 2I equal

40 – 10 – 7

I am twice 24 I equal 2 tens and 4 ones

I am 1 less than half of a hundred

I am 5 multiplied by itself

I equal 100 divided by 2

Question Cards

"


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Number Facts Bingo BLM 24

Bingo Boards


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42


strand: Number

Focus: Addition, Subtraction, Multiplication, Division


Copy and laminate BLM 25 and BLM 26 and cut out the cards. Store these in a sealable container, which will also be used during the game for students to take a card from. Copy and cut out the game instructions (see below) and store them with the cards.

hint

Explain to students that each card contains both an answer, which is at the top of the card, and a question, which is at the bottom of the card.

Piggyback Number

Piggyback Number

What you need: a set of question and answer cards

How to play:1. Each player takes a card from the

container.

2. Look at your card. It has an answer to a question at the top, and a different question at the bottom.

3. The teacher will choose a student to start the game. That person will stand and read out the question at the bottom of his or her card. If you have the answer on your card, stand up. Read out the answer. Then read the question at the bottom of your card.

4. The teacher will time how long it takes to go through all 30 cards. With practice, the class will get quicker and quicker!

Hint: All 30 cards must be used in this game or it won’t work properly. Some players might need to take two cards.

WHOLE CLASS

"


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Piggyback Number BLM 25

Question and Answer Cards

A: 15

Q: 26 + 11

A: 96

Q: Six multiplied by itself

A: 37

Q: 100 – 12

A: 36

Q: 44 divided by 11

A: 88

Q: 8 x 5

A: 4

Q: 37 + 3 + 8

A: 40

Q: How many 4s make 24?

A: 48

Q: 70 – 40

A: 6

Q: 25 + 26

A: 30

Q: Five groups of five

A: 51

Q: Seventy-seven minus twenty-two

A: 25

Q: 24 split up into 12 equal groups

A: 55

Q: Ten times ten times three

A: 2

Q: 8 + 2 – 1

A: 300

Q: Twenty-one divided by three

A: 9

Q: 60 – 30 – 20"


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A: 7

Q: 8 + 2 + 7 + 3

A: 10

Q: 5 x 5 + 3

A: 20

Q: 56 – 9

A: 28

Q: Ten divided by five plus one

A: 47

Q: 2 x 2 x 2

A: 3

Q: 4 + 4 + 3

A: 8

Q: 120 split up into 10 equal groups

A: 11

Q: 30 minus 5 minus 4

A: 12

Q: 22 + 22

A: 21

Q: 2 times 4 times 2

A: 44

Q: Take four from one hundred

A: 16

Q: 100 divided by 10 divided by 2

A: 5

Q: 5 x 7 x 0

A: 0

Q: 30 – 15

"Piggyback NumberBLM 26


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Addition and Subtraction Dominoesstrand: Number

Focus: Addition, Subtraction


Copy BLM 27 and BLM 28 and cut out the domino cards. Copy and cut out the game instructions (see below) and store them with the dominoes.

Addition and Subtraction Dominoes

What you need: a set of 20 addition and subtraction

domino cards

How to play:1. Turn the domino cards face down and

deal them out equally to each player.

2. Turn over your domino cards and place them on the table.

3. Whoever has the card with 20 on it goes first and places this card in the centre of the table.

4. Whoever has the card with 11 + 9 on it connects it to the first domino. The 11 + 9 part of the domino should join the 20 part of the first domino.

5. Now take turns to add your dominoes to the line on the table. You can only add a domino if you have one that matches the number sentence or the solution at either end of the line of dominoes. If you don’t have any dominoes that fit, miss a turn.

6. The first player to place all of his or her cards down is the winner.

2–4 PLAYERS

"


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++–+– + – – + – + + – + –

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––

+–+ + – – + –+ – +– +––


BLM 27

Domino Cards

20 50 – 11 19 27 + 3

39 16 + 12 30 70 – 20

28 90 – 6 50 14 + 15

84 13 + 13 29 70 – 12

26 40 – 21 58 32 + 31"

Addition and Subtraction Dominoes


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+ +–+– + – – + – + + – + – +

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––+–+ + – – + –++ – +– +––

+–+ +– – + –+ + – + –+ ––

+–+ + – – + –+ – +– +––


Addition and Subtraction Dominoes BLM 28

Domino Cards

63 100 – 7 65 22 + 22

93 15 + 16 44 100 – 15

31 27 – 11 85 5 + 49

16 8 + 33 54 29 – 11

41 70 – 5 18 11 + 9"


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48


"

Multiplication and Division Dominoes

Multiplication and Division Dominoes

strand: Number

Focus: Multiplication, Division



What you need: a set of 20 multiplication and division

domino cards




3. Whoever has the card with 5 on it goes first and places this card in the centre of the table.

4. Whoever has the card with 35 ÷ 7 on it connects it to the first domino. The 35 ÷ 7 part of the domino should join the 5 part of the first domino.

5. Now take turns to add your dominoes to the line on the table. You can only add a domino if you have one that matches the number sentence or the solution at either end of the line of dominoes. If you don’t have any dominoes that fit, miss a turn.


2–4 PLAYERS


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x÷x x÷ ÷ x ÷x x ÷ x ÷x ÷÷ x÷ x x ÷ ÷ x ÷xx ÷ x÷ x÷÷

x÷x÷ x ÷ ÷ x ÷ x x ÷ x ÷ x




÷x x÷ ÷ x ÷x x ÷ x ÷x ÷÷ x

x÷ x x ÷ ÷ x ÷xx ÷ x÷ x÷÷


Multiplication and Division Dominoes BLM 29

Domino Cards

1 3 x 4 16 36 ÷ 9

12 12 ÷ 6 4 9 x 2

2 5 x 3 18 35 ÷ 7

15 18 ÷ 6 5 2 x 10

3 4 x 4 20 48 ÷ 8"


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x÷x÷ x ÷ ÷ x ÷ x x ÷ x ÷


x




÷x x÷ ÷ x ÷x x ÷ x ÷x ÷÷ x

x÷ x x ÷ ÷ x ÷xx ÷ x÷ x÷÷


Multiplication and Division DominoesBLM 30

Domino Cards

6 6 x 4 28 90 ÷ 10

24 77 ÷ 11 9 7 x 7

7 5 x 5 49 30 ÷ 3

25 96 ÷ 12 10 9 x 8

8 4 x 7 72 12 ÷ 12"


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Piggy Bank Coinsstrand: Measurement

Focus: Money


Copy and laminate BLM 33 and BLM 34 to make an A3-sized game board. Copy BLM 31 and BLM 32 and cut out the question cards. Store the question cards in a sealable container. Copy and cut out the game instructions (see below) and store with the game board and question cards.

Piggy Bank Coins

What you need: a set of question cards a die a calculator for each player a counter for each player

How to play:1. Place your counter on any coin on the

game board.

2. Shuffle the 36 question cards and place them face down in a pile next to the game board.

3. Take turns to roll the die and move your counter clockwise around the board. The player to your left will read you a question from one of the cards.

4. If you answer correctly, deposit the amount on the coin your counter is on. To deposit an amount, add it to your total on your calculator. Remember that to add 5c, 10c, 20c and 50c you must add 0.05, 0.10, 0.20 and 0.50. To add $1 or $2, you must add 1 or 2.

5. The first player to reach a total of $5 is the winner.

"4

PLAYERS


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Piggy Bank CoinsBLM 31

Question Cards

Q: What is the smallest number of coins needed to make 15c?

A: 2


A: 4


A: 2

Q: What is the smallest number of coins needed to make $1.05?

A: 2


A: 2


A: 2


A: 3


A: 3


A: 2


A: 2


A: 3


A: 3


A: 1


A: 3


A: 2


A: 4


A: 2


A: 3"


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Piggy Bank Coins BLM 32

Question Cards

Q: What coins would you use to make 35c in as few coins as possible?

A: 20c coin + 10c coin + 5c coin

Q: What change from $2 would I get if I spent 5c?

A: $1.95




A: $1.85


A: 50c coin + 10c coin


A: $1.70




A: $1.55




A: $1.45

Q: What coins would you use to make $1.15 in as few coins as possible?

A: $1 coin + 10c coin + 5c coin


A: $1.30




A: $1.15




A: $1.05


A: $1 coin + 50c coin + 20c coin + 5c coin

Q: What change from $2 would I get if I spent $1.05?

A: 95c"


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56


"

Piggyback Timestrand: Measurement

Focus: Time


Copy BLM 35 and BLM 36 and cut out the cards. Store these in a sealable container, which will also be used during the game for students to take a card from. Copy and cut out the game instructions (see below) and store them with the cards.

hint

Explain to students that each card contains both an answer, which is at the top of the card, and a question, which is at the bottom of the card.

Piggyback Time

What you need: a set of question and answer cards

How to play:1. Each player takes a card from the

container.

2. Look at your card. It has an answer to a question at the top, and a different question at the bottom.

3. The teacher will choose a student to start the game. That person will stand and read out the question at the bottom of his or her card. If you have the answer on your card, stand up. Read out the answer. Then read the question at the bottom of your card.

4. The teacher will time how long it takes to go through all 30 cards. With practice, the class will get quicker and quicker!

Hint: All 30 cards must be used or the game won’t work. Some players might need to take two cards.

WHOLE CLASS


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Piggyback Time BLM 35


A: Thursday

Q: 3 days before Saturday

A: 15 minutes

Q: How many minutes in 1 1–2 hours?

A: Wednesday

Q: 7 days after Sunday

A: 90 minutes

Q: How many minutes in 1 1–4 hours?

A: Sunday

Q: 4 days after Friday

A: 75 minutes

Q: How many days in a fortnight?

A: Tuesday

Q: 4 months after February

A: 14 days

Q: How many days in 5 weeks?

A: June

Q: 6 months after January

A: 35 days

Q: What is 2:55 in sweep-hand time?

A: July

Q: 3 months before August

A: 5 minutes to 3 o’clock


A: May

Q: 12 months after February



A: February

Q: In which season is March?


Q: What is a quarter to 7 in digital time?"


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"

A: Autumn

Q: In which season is November?

A: 6:45

Q: What is 10 minutes to 10 in digital time?

A: Spring

Q: In which season is January?

A: 9:50


A: Summer

Q: In which season is August?

A: 3:35


A: Winter

Q: How many seconds in a minute?

A: 11:58

Q: Where does the big hand point at 6:15?

A: 60 seconds

Q: How many seconds in half a minute?

A: to 3


A: 30 seconds

Q: How many seconds in 2 minutes?

A: to 8


A: 120 seconds

Q: How many minutes in a quarter of an hour?

A: to 10

Q: 3 days after Monday is . . .

Piggyback TimeBLM 36


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"


Space Dominoes

Space Dominoes

strand: Space

Focus: 3D space, 2D space, Direction



What you need: a set of 20 space domino cards




3. Whoever has the domino with cube on it goes first and places this card in the centre of the table.

4. Whoever has the domino with I’m made of 6 squares on it connects it to the first domino. The I’m made of 6 squares part of the domino should join the cube part of the first domino.

5. Now take turns to add your dominoes to the line on the table. You can only add a domino if you have one that matches the answer or the clue at either end of the line of dominoes. If you don’t have any dominoes that fit, miss a turn.


2–4 PLAYERS


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Space DominoesBLM 37

Domino Cards

cube a 3D ball hexagon I have 8 sides

sphere the shape of a pipe octagon I have

10 sides

cylinder I have 4 sides decagon opposite

north

rhombus I have 5 sides south opposite

east

pentagon I have 6 sides west half a turn

from south"


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Space Dominoes BLM 38

Domino Cards

north half a turn from west

square pyramid

I have 9 edges

east opposite south-east

triangular prism

I am made of 4 rectangles

and 2 squares

north-west opposite north-east

rectangular prism

a corner-to-corner line

south-west half of a circle diagonal to fit tiles

together

semi-circle I have 5 faces tessellate I’m made of

6 squares"


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62

"

Maths Scavenger HuntFocus: Working mathematically


Copy BLM 39 and BLM 40 and cut out the instruction cards. Store these in a sealable container, which will also be used during the game for each pair of students to take their card from. Copy and cut out the game instructions (see below) and store with the instruction cards.

hint

Once students have found their item and returned to their desks, you may want to go around the room and have each pair read their instruction card and explain to the rest of the class how their item is suitable.

Maths Scavenger Hunt

What you need: instruction cards

How to play:1. Team up with a partner.

2. Take an instruction card from the container.

3. Read the instructions. Look around the room for an object that fits the description.

4. If you can, bring the object back to your table. If it is too big, or you can’t move it, get ready to say where you found it.


WHOLE CLASS

4 PLAYERS

or


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Maths Scavenger Hunt BLM 39

Instruction Cards

weighs about 1 kilogram

weighs about 250 grams

is about 60 cm long is about 10 cm long

has an area of about 1 square metre are identical

has a perimeter of about 1 metre is a prism

Find something that . . . Find something that . . .


Find something that . . . Find 10 things that . . .


"


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Instruction Cards

"Maths Scavenger HuntBLM 40

is a spherehas a capacity

of about 250 mL

is cylindrical is symmetrical

is very close to your age

has more than 20 buttons

is wider than it is high is a cube






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Also available

Games on the Go . . .Maths Ages 5-8ISBN 9781420209259

Maths Ages 10+ISBN 9781420209273

Also byPeter Maher

At Your Fingertips:Maths Ages 8-10

ISBN 9781420204193

Maths

40PhotocoPIABle

PAGeS!

MathsPlay to learn!Games on the Go is a fun and practical series packed with games that either teach new skills or offer fun practice and consolidation of skills. each title in the series contains a range of games suitable for individual, group or whole class work. A Quick Finder chart makes it easy to find games with a specific focus. the games are especially suitable for teaching and motivating students who are experiencing difficulties—although all your students will love learning through play!

Inside you’ll find three sections:

Play Straight Away• instructions for quick games that don’t

need any special equipment or preparation.

Copy and Play• one game per worksheet, ready to

photocopy and distribute to students.

Make and Play• games to copy, assemble and store in the

classroom to use again and again.

PeterMaher

Ages

8-10

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GOTG Cover Maths 8-10.indd 1 7/07/10 4:42 PM

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games on the go: maths ages 8-10

Documents

play play

maths ages