Number Line GAME INSTRUCTIONS

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Jordan Shields
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1 Number Line GAME INSTRUCTIONS Vertical Number Line Game adapted from Sharon Griffin/Number Worlds/SRA One Game Board for each two players (each player uses one vertical number line for their ascent to ten); One Pawn game piece per player; colored counters per player; One die per game with pips from Students will take turns rolling the die. They will count the number of dots, and then count out the same number of counters. Ex. Die lands on 4. Count out 4 counters. 2. The student will place the counters one at a time onto their number line, starting one place higher than where the pawn is located. a. Encourage the students to count aloud as they place the counters on the number line so that the other students can make sure that it is being done correctly. 3. Once the counters are one the number line, the student will move the pawn from the starting position, touching each counter with the pawn and once again, counting up to the last counter where the pawn will now rest. 4. Winner: The student who lands EXACTLY on. If, for instance, a student is on 8 and rolls a two. If a student is on 8 and rolls a 5 they don t move. If they roll a 1 they would proceed as before and go to 9. But from there they need a 1 to win. Key Questions: Who is winning? How do you know? Where will you land if you roll a? How many more do you need to land exactly on? How many over would you be if you rolled a? Once Students are adept at the vertical number line game UP, then you can start on and see who can get down to 0/ground level. This will help them with counting back from and subtraction.

2 Number Line GAME INSTRUCTIONS Base- Ten Circuit adapted from Sharon Griffin/Number Worlds/SRA LEVEL 1 (K) One Circuit Board; Two Game Pieces; Award Cards 1. The students will use a die to determine how far they move around the circuit. a. You can use 1-6 numbered die or 0-5 numbered die 2. With each complete circuit, a student can pick up an Award Card 3. Who Wins? b. First student to reach X Award cards c. Who has the most Award Cards in X minutes (allotted time to play) LEVEL 2 (1 st - 2 nd Grade) One Circuit Board; Two Game Pieces; Ten Cards 1. The students will use a die to determine how far they move around the circuit. b. You can use 1-6 numbered dice or 0-5 numbered 2. With each complete circuit, a student can pick up a Ten Card a. Use this time to make sure students understand that ones = 3. Who Wins? a. First student to reach X Ten cards b. Who has the most Ten Cards in X minutes (allotted time to play) A key question is who is winning how do you know because this is the inroad into understanding that some things have greater value than other things. 1 award card is worth more than 1 on the circuit board. Why? What does the 1 award card represent? What does the 1 on the circuit board represent?

3 Number Line GAME INSTRUCTIONS Clock Game LEVEL 1 (~1 st Grade) Two Clocks; Minute Cards (front & back); s (f&b) 2. Each student should have their own clock. 3. Use only the minute cards. Each round, the student must draw one card, and move the clock hand accordingly. 4. When a student has completed one circuit (went around the clock once) the student may pick up a One Hour Card. 5. Who Wins? a. First student to reach X hours b. Who has the most hours in X minutes (allotted time to play) Questioning The key question is who is winning how do you know you are looking for students to understand that the hour cards are critical and keep track of how many times you have gone around. So someone on 15 minutes might be ahead of someone on 55 minutes if they have been around more times and thus have more hour cards. You can support students in noticing that that s what the hour hand keeps track of on a real clock! The hour cards are like the hour hand ( little hand but say hour hand too). Extended questioning only if students are ready for it and can discuss the hour cards as above: Another important line of questioning is around the idea of halfway around. When are you half way? How do you know? Our award cards only keep track of complete circuits/all the way around. The hour does the same thing BUT you can see it move little by little so that, when you are halfway around a clock, the hour hand will be in between the last hour you collected and the next hour you will get. LEVEL 2 (~2 nd 3 rd Grade) Two Clocks; Minute Cards (front & back); s (f&b); Quarter Hour Cards (f&b) 1. Same rules as above 2. Also include the Quarter. Students are only able to pick up a Quarter IF they land ON a Quarter Hour. On the Quarter hour card there is a question. If answered correctly, the student is able to move ahead based on the amount of minutes specified, to receive BONUS MINUTES! a. Who is winning? The student with the most hour cards. If two students have the same amount of hour cards, then you will break the tie by who has gone the farthest in their incomplete circuit. b. What time is it (for you)? This is in military time. If student has not completed a full circuit, there time will be for example, O hours and 15 minutes. Gradually get the students to move from 1 hour and 45 minutes to 1:45. i. Have students notice: 1. Top of the Hour, Bottom of the Hour and what these mean. 2. When are you half way around the circuit? 3. If someone is on 50 or 55 minutes, why do they not get an hour card yet? c. How many minutes total have you gone? Students must think of what is underneath each hour card. They must consider that an hour card can also be seen as 60 minutes. I can think of 1 hour in the form of 1 hour, but I can also think of it in the form of 60 minutes. Students will use repeated addition or multiplication to

4 Number Line GAME INSTRUCTIONS figure out how many minutes their hour cards represent and then add in the amount of minutes on their unfinished circuit. You are looking for students to understand that the award cards are critical and keep track of how many times you have gone around. So someone on 3 might be ahead of someone on 8 if they have been around more times and thus have more award cards. Once students can discuss this in terms of award cards and they understand how this works, they are ready to move to tens cards. You can support students in noticing that this is how the base- ten system works! The tens cards keep track of how many times we have been around. We can think of them as 1 ten (one complete circuit) or as Ten ones (ten spaces around). Get kids to see and talk about the fact that every time we get to 9, we run out of digits and have to start over. But we have to keep track of how many times we have been around and that s what the next place in our place value system does for us. So, if you have 3 tens cards and are on 4, what number is that? How many total ones have you gone? Can you also think of it as 2 tens cards and 14 ones? Why or why not? See also stuff/free- stuff/ For a pdf of a measurement circuit number line game (12 inches in a foot). The Base ten game can also be adapted for teaching metric system. The unit of the circuit could be centimeters in which case you would earn decimeter cards. Or it could be millimeters, in which case you could earn centimeter cards.

8 5 minutes 5 minutes 5 minutes minutes minutes minutes 15 minutes 15 minutes 15 minutes 5 minutes minutes 15 minutes

10 Who is winning? ahead 5 minutes What time is it (for you)? ahead minutes How many minutes total have you gone? ahead 5 minutes Who is winning? ahead 5 minutes What time is it (for you)? ahead minutes How many minutes total have you gone? ahead 5 minutes Who is winning? ahead 5 minutes What time is it (for you)? ahead minutes How many minutes total have you gone? ahead 5 minutes Who is winning? ahead 5 minutes What time is it (for you)? ahead minutes How many minutes total have you gone? ahead 5 minutes

13 Skating Game! Adapted from Griffin, SRA/Number Worlds

14 Skating Game! Adapted from Griffin, SRA/Number Worlds

17 Skating Game! Adapted from Griffin, SRA/Number Worlds

18 Adapted from Sharon Griffin/SRA/Number Worlds For Use: Valerie Faulkner, NC State

19 Adapted from Sharon Griffin/SRA/Number Worlds For Use: Valerie Faulkner, NC State Adapted from Sharon Griffin/SRA/Number Worlds For Use: Valerie Faulkner, NC State

UNIT 4 LINEAR FUNCTIONS Overview. Instruction. The Conversion Game. Materials. Attribution and Research

UNIT 4 LINEAR FUNCTIONS Overview. Instruction. The Conversion Game. Materials. Attribution and Research The Conversion Game Beginning on Day 26, students will play variations on the Conversion Game for warm-ups. As part of the game, students will convert units of time, measurement, and base-ten in order