# THE NUMBER WAR GAMES

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1 THE NUMBER WAR GAMES Teaching Mathematics Facts Using Games and Cards Mahesh C. Sharma President Center for Teaching/Learning Mathematics 47A River St. Wellesley, MA Mahesh Sharma 1

2 Games in Mathematics Instruction: The Number War Games Mahesh C. Sharma Children love to play games. We have successfully used games for initial and remedial instruction, particularly for learning arithmetic facts. Ordinary decks of playing cards and Dominos are versatile tools for teaching mathematics from number conceptualization to algebra. One of the most popular games children play is called the Game of War. We call our game The Number War Game. The ordinary Game of War is played by children all over the country. Our game begins in the same way as the Game of War. It is played essentially the same way and is very easy to learn. Ordinary cards have clusters of objects displayed in the center of the card. For example, there are five diamonds displayed in the middle in a particular way (see below). An arrangement of this type is called a visual cluster. The particular arrangement above is the visual cluster for five. These clusters help children to form an image of five in their minds. Playing cards are organized according to these clusters. This helps players to recognize the size of collections (up to 9) without counting. Children who are not able to form these clusters in their minds and, therefore, are unable to recognize the size of a collection of objects by observation have not conceptualized number. They have great difficulty in learning number relationships, particularly addition and subtraction facts. They keep counting on fingers to find the sums and differences of even two small numbers. They also have great difficulty in automatizing these facts. The following series of games not only help children to conceptualize number but also help them to master arithmetic facts. These games are highly motivating to children. 2

3 Game One: Visual Clustering and Comparison of Numbers Objective: To teach number sense. The game can be played between two or three players. However, it is most effective between two players. Materials: Take an ordinary deck of playing cards including jokers and face cards. The game is more effective if cards are without numbers at the corners. Even if you cannot get such cards, you can use an ordinary deck of cards. Each card s value is the number of objects displayed by the visual cluster on the card. For example, the four of diamonds, clubs, spades or hearts will be known as number four. Each face card, jack, queen and king is initially given the value of ten. The ace represents number one. The joker can assume any value and can be different each time it is used. 1. The whole deck is divided into two equal piles of cards. 2. Each child gets a pile of cards. One can distribute the cards equally by counting out loud. Each person keeps the cards face down. 3. When the game begins, each person turns a card face up. The bigger card wins. For example, one has the three of hearts (value 3) and the other person has the seven of diamonds (value 7). The seven of diamonds wins. The winner collects all the displayed cards and puts them underneath his/her pile. 4. If both players have the same value cards (for example, one has the five of hearts and the other has the five of spades), they declare war. 5. Each player puts three cards face down. Then each player displays a fourth card face up. The bigger fourth card wins. 6. The winner collects all cards and places them underneath his/her pile. 7. The first person with an empty hand loses. This game is very appropriate for pre-k, Kindergarteners, and other children who have not mastered number conceptualization. Number conceptualization is dependent on three interconnected skills: one-to-one correspondence, visual clustering, and ordering. This game develops all three of these prerequisite skills. Children with a lack of number conceptualization have great difficulty in learning arithmetic facts and derive them by sequential counting only. Initially, children can count the objects on the cards. However, they begin fairly soon to rely on visual clusters to recognize the value of cards. 3

4 Game Two: Addition War Objective: To master addition facts 1. The whole deck is divided into two equal piles of cards. 3. Each person displays two cards face up. Each one finds the sum of the number represented by these cards. The bigger sum wins. For example, one has the three of hearts (value 3) and a king of hearts (value 10), the sum of the numbers is 13. The other person has the seven of diamonds (7) and the seven of hearts (7). The sum is 14. Fourteen wins. The winner collects all the displayed cards and puts them underneath his/her pile. 4. If both players have the same sum, there is war. For example, one has the five of hearts (value 5) and the seven of clubs (value 7), and then the sum is 12. The other person has the six of spades (value 6) and the six of clubs (value 6). They declare war. 5. Each one puts three cards face down. Then each one displays another two cards face up. The bigger sum of the last two cards wins. 6. The winner collects all the cards and places them underneath his/her pile. 7. The first person with an empty hand loses. This game is appropriate for children who have not mastered/automatized addition facts. Initially, children can count the objects on the cards. However, fairly soon they begin to rely on visual clusters to recognize and find the sums. In one game, children will use more than five hundred sums. Within a few weeks, they can master all the addition facts. I sometimes allow children to use the calculator to check their sums. The only condition I place on calculator use is to give the sum before they find it using the calculator. Over a period of time, calculator use declines and after a short while, they are able to automatize the arithmetic facts. After they have learned the 10 x 10 arithmetic facts, you can assign values to the face cards: Jack = 11, Queen = 12, and King = 13. Variation 1: After a while, you might make a change in the rules of the game. Each child displays three cards and he/she can discard a card of choice and find the sum of the remaining two cards. Variation 2: Each child can display three cards and find the sum of the three cards, and the bigger sum wins. 4

5 Game Three: Subtraction War Objective: To master subtraction facts 1. The whole deck is divided into two equal piles of cards. 3. Each person displays two cards face up. Each one finds the difference of the two cards. The bigger difference wins. For example, one has the three of hearts and a king of hearts (value 10), and then the difference is 7. The other has the seven of diamonds and the seven of hearts, and then the difference is 0. The first player wins. The winner collects all cards. 4. If both players have the same difference, they declare war. Each one puts down three cards face down. Then each one turns two cards face up. The bigger difference of the two displayed cards wins. The winner collects all cards. As in addition, children can initially count the objects on the cards. However, fairly soon they begin to rely on visual clusters to recognize and find the difference. In one game, children will use more than five hundred subtraction facts. Within a few weeks, they can master subtraction facts. I allow children to use the calculator to check their answers. As mentioned above, the only condition I place on calculator use is to give the difference before they find it using the calculator. Over a period of time, calculator use declines and after a short while, they are able to automatize the arithmetic facts. This game is appropriate for children of all ages to reinforce subtraction facts. Variation 1: After a while, you might make a change in the rules of the game. Each child displays three cards, discards a card of choice, and finds the difference using the remaining two cards. Variation 2: Each child displays three cards, finds the sum of any two cards, and subtracts the value of the third card. The bigger outcome of addition and difference wins. 5

6 Game Four: Multiplication War Objectives: To master multiplication facts 3. Each person displays two cards face up. Each one finds the product of the numbers on the two cards. The bigger product wins. For example, one has the three of hearts and a king of hearts (value 10), the product is 30. The other has the seven of diamonds and the seven of hearts, the product is 49. The second player wins. The winner collects all cards. 4. If both players have the same product, they declare war. Each one puts down three cards face down. Then each one turns two cards face up. The bigger product of the two displayed cards wins. The winner collects all cards. In one game, children will use more than five hundred multiplication facts. Within a few weeks, they can master multiplication facts. I allow children to use the calculator to check their answers as long as they give the product before they find it by using the calculator. 6

7 Game Five: Division War Objective: To master division facts 3. Each person displays two cards face up. Each one finds the quotient of the numbers on the two cards. The bigger quotient wins. For example, one has the three of hearts and a king of hearts (value 10). When 10 is divided by 3, the quotient then is 3 and 1/3. The other has the seven of diamonds and the seven of hearts, the quotient is 1. The first player wins. The winner collects all cards. 4. If both players have the same quotient, they declare war. Each one puts down three cards face down. Then each one turns two cards face up. The bigger quotient on the two displayed cards wins. The winner collects all cards. In one game, children will use more than five hundred division facts. Within a few weeks, they can master simple division facts. I allow children to use the calculator to check their answers as long as they give the quotient before they find it by using the calculator. 7

8 Game Six: Multiplication/Division War Objectives: To master multiplication and division facts 3. Each person displays three cards face up. Each one selects two cards from the three, multiplies them, and divides the product by the third number (finds the quotient of the numbers). The bigger quotient wins. For example, one has the three of hearts, the seven of diamonds, and a king of hearts (value 10). To make the quotient a big number, the player multiplies 10 and 7, gets 70, and divides 70 by 3. The quotient is 23 1/3. The other player has the seven of diamonds, the seven of hearts, and the five of diamonds. He/she decides to multiply 7 and 7, gets 49, divides 49 by 5, and gets a quotient of 9 4/5. The first player wins. The winner collects all cards. 4. If both players have the same quotient, they declare war. Each one puts down three cards face down. Then each one turns three cards face up. The bigger quotient on the three displayed cards wins. The winner collects all cards. In one game, children will use more than five hundred multiplication and division facts. They also try several choices in each display as they want to maximize the outcome. This teaches them problem solving. Within a few weeks, they can master simple division facts. I allow children to use the calculator to check their answers as long as they give the quotient before they find it by using the calculator. 8

9 Game Seven: Fraction War One Objective: To reinforce comparison of fractions Same as the Quotient War 3. Each person turns two cards face up. Each one makes a fraction using the numbers on the two cards. The bigger fraction wins. For example, one has the three of hearts and a king of hearts (value 10). When 10 is divided by 3, the quotient is One 3 could have made the fraction from these cards. However, a player wants to 10 make the biggest fraction. The other has the seven of diamonds and seven of hearts, the fraction is 1. The first player wins. The winner collects all cards. 4. If both players have the same fraction, they declare war. Each one puts down three cards face down. Then each one turns two cards face up. The bigger quotient on the two displayed cards wins. The winner collects all cards. 9

10 Game Eight: Fraction War Two Objectives: To make and compare mixed fractions 3. Each person displays three cards face up. Each one makes the biggest mixed fraction (a whole number and a proper fraction) using the numbers on the three cards. The bigger fraction wins. For example, one player has the three of hearts, six of spades, and two of hearts. The biggest mixed fraction the player can make is 6 2. He/she could have made other fractions. However, the goal is to make the 3 biggest mixed fraction. The other player has the seven of diamonds, three of hearts, and seven of hearts. The biggest mixed fraction is 7 3. The second player wins. 7 The winner collects all cards. 4. If both players have the same fraction, there is a war. For example, one has the ten of hearts, two of diamonds, and five of clubs. The biggest fraction one can make from these three numbers is The other person has the queen of spades, two of 5 clubs, and a joker. The second person decides to declare war. This person assigns the value of 5 to the joker and makes the fraction Each one puts down three 5 cards face down. Then each one turns three cards face up. The bigger mixed fraction made from the three displayed cards wins. The winner collects all cards. 10

11 Game Nine: Visual Clustering and Comparison of Integers This game can be played between two or three players, but it is most effective between two players. Objectives: To learn the concept of integers and comparing fractions Materials: Take an ordinary deck of playing cards including jokers and face cards. The game is more effective if cards are without numbers at the corners. Even if you cannot get such cards, you can use an ordinary deck of cards. Each card is identified as follows: The black cards have positive values. For example, the three of spades and clubs will be denoted as 3. The red cards have negative values. For example, the three of diamonds and three of hearts will be given a value of 3. The face cards of jack, queen, and king have a numeral value of ten. The sign of the numeral is determined by the color of the card. The joker can assume any different value. 3. Each person displays a card face up. The bigger card wins. For example, one has the three of hearts (-3) and the other person has the seven of diamonds (-7). The three of hearts (-3 is bigger than -7) wins. Similarly, if the first person has the two of clubs (+2) and the other person has the eight of diamonds (-8), the two of clubs wins (+2 > -8). The winner collects all cards. 4. If both players have the same value cards, they declare war and each one places three cards face down. Then each one turns a fourth card face up. The bigger fourth card wins. The winner collects all cards. This is a very appropriate game when the concept of integers is being introduced and for children who have not mastered number conceptualization. The concept of integers, just like number conceptualization, is dependent on three interconnected skills: one-to-one correspondence, visual clustering, and ordering. This game develops all three of these prerequisite skills. Children with a lack of understanding of integers have a great deal of difficulty learning operations on integers. They continue to count on fingers and derive integer relations by sequential counting on the number line or other sequential counting materials. Students who have not mastered operations with integers make many more errors in pre-algebraic and algebraic operations. This game and the next games help students master integer operations. 11

12 Game Ten: Combining Integers Objectives: To master adding and subtracting fractions Materials: Same as game nine 3. Each person turns two cards face up. The two cards represent two integers. Each one finds the result from combining the two integers. In combining the two integers one uses the following patterns. a) Same signs (same colors), you add and keep the common sign. For example, the four of clubs (+4) and five of spades (+5). Their sum will be written as = +9. Similarly, 4 6 = 10 have numerals 4 and 6 with the same sign, so they become numbers 4 and 6, and their sum will be written as 4 6 = 10. b) Opposite signs (different colors), you subtract and keep the sign of the larger numeral. For example, = + 5. Here the numerals 5 and 10 have opposite signs. We subtract 5 from 10 and keep the sign + of the larger numeral 10. Similarly, = 3. The numerals 7 and 3 have opposite signs, and. We subtract 4 from 7 and keep the sign of numeral 7. Once again, the bigger sum wins. For example, one has the three of hearts ( 3) and a king of hearts (-10), the sum is 13. The other has the seven of diamonds ( 7) and the seven of hearts ( 7), the sum is 14. The first person wins ( 13 > 14). Let us take another example. One player has the three of clubs (+3) and the three of diamonds (-3). The sum is 0. The other has the four of clubs (+4) and the two of diamonds (-2). The sum is +2. The second person wins. The winner collects all cards. 4. If players have the same sum, they declare war, and each one puts down three cards face down. Then each one turns two cards face up. The bigger sum wins. The winner collects all cards. This is a very appropriate game for students who have not mastered/automatized addition of integers. This game teaches, reinforces, and helps them automatize integer combinations. Initially, children can count the objects on the cards. For example, if one has the three of clubs and four of hearts, each black icon cancels each red icon. In this case, one club will nullify one heart. Three hearts will nullify three clubs. There is one heart extra. It will be left out. Therefore, we have +3 4 = 1. Although children may initially count objects, fairly soon they begin to rely on visual clusters to recognize and find sums. In one game, children will use more than five hundred sums. Within a few weeks, they can master addition and subtraction of integers. 12

13 Game Eleven: Multiplying Integers Objective: To master multiplication of integers 2. Each player gets a pile of cards. The cards are kept face down. 3. Each person displays two cards face up. The two cards represent two integers. Each one finds the result from multiplying the two integers. In multiplying the two integers one uses the following patterns about multiplying: a) + x + = + b) x = + c) + x = d) x =. For example, 4 x 5 = + 20, 4 x 5 = + 20, 4 x 5 = 20, and 4 x 5 = 20. Once again, when playing the game, the same rules apply: the bigger product wins. For example, one has the three of hearts ( 3) and a king of hearts (-10), the product ( 3 x 10) is The other has the seven of diamonds ( 7) and seven of hearts ( 7), the product ( 7 x 7) is The second person wins (+ 40 > +30). Let us take another example. One person has the three of clubs (+3) and three of diamonds (-3). The product (+3 x 3) is 9. The other has the four of clubs (+4) and two of diamonds (-2). The product ( 4 x 2) is 8. The second person wins ( 8 > 9). The winner collects all cards. 4. If both players have the same product, they declare war and each one places three cards face down. Then each turns two cards face up. The bigger sum wins. The winner collects all cards. This game is appropriate for students who have not mastered/automatized the multiplication of integers. This game teaches, reinforces, and helps them automatize integer multiplication. Initially, students can recall facts sequentially. However, fairly soon they begin to rely on visual clusters to recognize and find the products with sequentially recalling the multiplication tables. In one game, children will use more than five hundred products. Within a few weeks, they can master the multiplication of integers. 13

14 Game Twelve: Dividing Integers Objectives: Mastering division of integers 2. Each student gets a pile of cards. The cards are kept face down. 3. Each person displays two cards face up. The two cards represent two integers. Each one finds the result from dividing the two integers. In dividing the two integers one uses the following patterns about division: a) + + = + b) = + c) + = d) =. For example, 4 5 = + 4 5, 4 5 = + 4 5, 4 5 = 4 5, and 4 5 = 4 5 Once again, in playing the game the same rules apply, the bigger quotient wins. For example, one has the three of hearts ( 3) and a king of hearts (-10), the quotient ( ) is +. The other has the seven of diamonds ( 7) and seven of hearts ( 7), 10 the quotient ( 7 7) is + 1. The second person wins (+ 1 > ). Let us take another example; one has the three of clubs (+3) and three of diamonds (-3). The quotient (+3 3) is 1. The other has the four of clubs (+4) and two of diamonds (-2). The quotient ( 4 2) is 2. The first person wins ( 1 > 2). The winner collects all cards. 4. If both players have the same product, they declare war and each places three cards face down. Then each one turns two cards face up. The bigger quotient using the two displayed cards wins. The winner collects all cards. This game is appropriate for children who have not mastered/automatized division of integers. The game teaches, reinforces, and helps them automatize integer division. Initially, children can recall division facts sequentially. However, fairly soon they begin to rely on visual clusters to recognize and find quotients without sequentially recalling the multiplication tables. In one game, children will use more than five hundred multiplication and division facts. Within a few weeks, they can master multiplication and division of integers. 14

15 Game Thirteen: Algebra War Objective: To learn algebraic manipulations 1. An objective function is defined. P = x + y, where x represents the red card (negative) value and y represents the black card (positive) value. The whole deck is divided into two equal piles. 2. Each student gets a pile of cards. The cards are kept face down. 3. Each person displays two cards face up. 4. The two cards represent two integers. If the cards are black and red the value of P is found. For example, if one has a five of spades (y = +5) and three of diamonds (-3), then the value of P = +5 3 = +2. If both cards are of the same color, then the value of the other color is zero and one will discard one of the cards and find the value of P. For example, the two cards are: ten of diamonds (-10) and three of hearts (-3). Then x = 0 as there is no black card and y = -3 as 3> -10. One would discard the ten of diamonds. The value of P = 0-3 = -3. The two players compare their P values and the bigger P value wins. 5. If both players have the same P values, they declare war and each places three cards face down. Then each one turns two cards face up. The bigger P value using the two displayed cards wins. The winner collects all cards. 6. The first person with an empty hand loses. This game is appropriate for introducing algebra. This game teaches, reinforces, and helps students automatize integer operations. The game has innumerable variations. Each time at the beginning of a new game, P is defined. P can be defined by any algebraic expression. However, it should be kept to a simple expression so that it can be calculated mentally. For example, another time, we can define it as P = xy, P = x y, P = x2 y 2, P = x y, etc. 15

Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)

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