ON A ROLL TO FACT FLUENCY

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1 Box Cars and One-Eyed Jacks ON A ROLL TO FACT FLUENCY PRIMARY MATH GAMES JOHN FELLING MPTCA 2016 john@boxcarsandoneeyedjacks.com phone / boxcarsandoneeyedjacks.com BoxCarsEduc BoxcarsEducation fax

2 DOUBLE SHAKE UP HUNT LEVEL: Kindergarten - Grade 1 SKILL: identifying doubles for addition facts to 12 SET UP: PLAYERS: vertical or horizontal, 1 die in each slot, 1 shaker per student 2 (cooperative pair) GOAL: to identify and call out double facts to 12 GETTING STARTED: Introduce doubles to your students and have them draw or identify the following rolls: = = = = = = 12 All doubles add to make an EVEN sum. math thinking Each student needs their own shaker. Have partners shake their containers until called. Containers are then lined up to create addition sentences. Have students work cooperatively to scan down their shakers and look for any double combinations. STOP is

3 DOUBLES /DOUBLES + 1 COMBINATIONS DOUBLES = = = = = = 12 EVEN DOUBLES = = = = = 7 ODD

4 DOUBLES /DOUBLES + 1 RECORDING SHEET Record your shakes. Color in all doubles red, all doubles + 1 blue.

5 FACE OFF SHAKE UP LEVEL: Kindergarten - Grade 1/2 SKILL: SET UP: comparing numbers > < or =, numbers 1-6; part, part, whole vertical or horizontal, 1 die in each slot, 1 shaker per student PLAYERS: 2 GOAL: to be the player with the greatest number GETTING STARTED: STOP Each student needs their own shaker. Each shakes their dice until is called. Containers are then lined up side-by-side and students now compare their numbers. Greatest number in the row scores the point. five is greater than four OR five is greater than four etc. Player 1 Player 2 etc. Score is 5 to 2 for Player Two. Player Two wins this Shaking Round! Player 1 Player 2 Player Two wins 5 to 2!

6 FOLLOW UP ACTIVITIES: FACE OFF SHAKE UP 1. As students mature you can have them verbalize greater than. five is greater than four math talk two is greater than one six is greater than three five is greater than four etc Have students record their shakes on the reproducible game sheet. 3. As they continue to develop their understanding of numbers 1-6, have them verbalize part/part/whole relationship. Use number lines or rulers to help students see the answer. math five is greater than four, by one thinking two is greater than one, by one math talk six is greater than three, by three five is greater than four, by one etc Play for least number scoring the point. four is less than five math talk one is less than two etc...

7 FACE OFF SHAKE UP RECORDING SHEET SHAKE ONE SHAKE TWO SHAKE THREE Player One Player Two Player One Player Two Player One Player Two Example: 1 6 is > than 2 by circle greatest number circle greatest number

8 LAST MAN STANDING LEVEL: 3 6 SKILLS: ordering and comparing place value to 100,000 s, estimation PLAYERS: teacher vs whole class EQUIPMENT: 2 6 dice per player (# of dice determines size of number), recording sheet GOAL: to be the last player standing in the class and have the greatest number for the round. GETTING STARTED: The teacher determines the size of the number and corresponding number of dice each student is to roll at the start of the round: 2 dice = 10 s 3 dice = 100 s 4 dice = 1,000 s 5 dice = 10,000 s 6 dice = 100,000 s All students roll their dice and order them to create the largest possible number. Once ordered, they stand up. EXAMPLE: Roll: Player Orders: 6 5 5, The player verbalizes six hundred fifty-five thousand, three hundred eleven and stands up. All players in the classroom should now be standing. The next step is for the teacher to begin eliminating students by calling out numbers as follows:

LAST MAN STANDING 1. The teacher walks around, picking various numbers to call out. Start with the lowest numbers seen. For example: If your number is less than 555,421, sit down. 2.

9 LAST MAN STANDING 1. The teacher walks around, picking various numbers to call out. Start with the lowest numbers seen. For example: If your number is less than 555,421, sit down. 2. Players must scan their numbers reading left to right and determine if their number is > or < than the number called out. If it is less than this number, they must sit down. 3. The teacher continues to walk around scanning numbers and saying another out loud: If your number is less than 621,111, sit down. 4. As numbers continue to be called out, more and more students are eliminated until one player is left. The last player standing is the winner. VARIATION: 1. Play for Least Last Man Standing have students arrange their dice for the least possible number. Students sit down when their number is greater than the number called out. MATH JOURNAL WORK AND EXTENSIONS: This game is a great one for students to practice ordering and comparing place value. Have students record the call out numbers and order them as they go. Students record the number called, their number, and record if theirs is greater or less than AND by approximately how much. Have players circle the determining place value holders. EXAMPLE:

10 100 s 10 s AND 1 s BETWEENERS HORSE RACE PLAYER THREE PLAYER TWO PLAYER ONE

11 NEXT IN LINE LEVEL: SKILLS: PLAYERS: EQUIPMENT: Kindergarten to Grade 1 know number names and the count sequence to 30, number patterns 2 or more one 30-sided die per player, counters, a 30 chart or 50 chart, gameboard GOAL: to verbally identify the next 3 numbers in a sequence GETTING STARTED: Player One rolls the die, says the number out loud and verbalizes the next three numbers in sequence (ie. rolls 17, says 17, 18, 19, 20). If the player is successful they score one point. Player 2 uses the 50 chart to ensure the answer is correct. If a player is unable to correctly give the sequence, Player Two can assist the player with their sequence. No points are taken. Player Two then takes their turn; rolls the die, says the number out loud and verbalizes the next three numbers in sequence. Player One checks the answer using the 50 chart. Players continue to alternate turns. Play continues for a set period of time. The player with the most points is the winner. It may be helpful to have bingo chips or counters on hand that players can take each time they score a point. MATH TALK Listen to ensure that students are saying numbers out loud and in the correct sequence MATH JOURNAL WORK AND EXTENSIONS: 1. Instead of counting points, have students record their rolls and sequences on the gameboard and play until the gameboard is complete. 2. As an extra challenge, ask students to identify the 3 numbers that come BEFORE the rolled number as a sequence. VARIATIONS: 1. Once players can verbalize their sequence, they can begin to record their roll and sequence (ie. roll 12, record 12, 13, 14, 15). Players earn a point for each correct sequence. 2. Have players record patterns following their rolls such as +2 or +10 Plus two (+2) Pattern: Roll 13, record 13, 15, 17, 19. Plus ten (+10) Pattern: Roll 13, record 13, 23, 33, 43. Players earn a point for each correct sequence 3. Using the 100 Board on page 105, have players put a bingo chip on the board where they roll their first number. For example, first roll is 17 ; next roll = 12, player would count on 12 and land at 29. First player to 100 wins. 4. Roll dice and play from Board is provided on page 105.

12 NEXT IN LINE GAMEBOARD MY ROLL NEXT 3 NUMBERS IN MY SEQUENCE CHALLENGE ROLL,,, NUMBERS BEFORE MY ROLL,,, NUMBERS AFTER

13 BACK OF THE BUS LEVEL: SKILLS: PLAYERS: EQUIPMENT: Kindergarten to Grade 1 know number names and the count sequence to 30, number patterns 2 or more one 30-sided die per player, counters, 50 Chart (page 82) GOAL: to verbally identify the next 3 numbers in a sequence GETTING STARTED: Player One rolls the die, says the number out loud and verbalizes the next three numbers in reverse sequence (ie. rolls 23, says 23, 22, 21, 20 ). If the player is successful they score one point. If they are unable to do so, Player Two can assist the player with their sequence. No points are taken. Player Two then takes their turn. Player Two rolls the die, says the number out loud and verbalizes the next three numbers in reverse sequence. Players continue to alternate turns. Play continues for a set period of time. The player with the most points is the winner. NOTE: If a 3 or less is rolled a full sequence is not possible. MATH TALK Listen to ensure that students are saying numbers out loud and in the correct sequence. MATH JOURNAL WORK AND EXTENSIONS: 1. Instead of counting points, have students record their rolls and sequences on the gameboard and play until the gameboard is complete. VARIATIONS: 1. Once players can verbalize their reverse sequence, they can begin to record their roll and sequence (ie. roll 17, record 17, 16, 15, 14). Players earn a point for each correct sequence. 2. Have players record patterns following their rolls such as -2, or -3. Minus 2 (-2) Pattern: Roll 21, record 21, 19, 17, 15. Minus 3 (-3) Pattern: Roll 21, record 21, 18, 15, Have players record three numbers before and after their roll. roll 22 and records: 19, 20, , 24, You can differentiate this activity by using 1-12 die, 0-9 die, 0-9 die paired with die building numbers to 99. Use 100 Board on page 105.

14 BACK OF THE BUS GAMEBOARD FIRST 3 NUMBERS IN MY SEQUENCE MY ROLL CHALLENGE ROLL,,, NUMBERS BEFORE MY ROLL,,, NUMBERS AFTER

15 HORSE RACE PLAYER ONE PLAYER TWO START START Each player takes 18 dice of own color. Each player rolls two dice and adds. Player with the greatest sum places them into their side of the tray, least sum places in lid. Player with the most dice on their side of the tray at the end of the game wins.

16 HORSE RACE STRATEDICE PLAYER ONE PLAYER TWO

PRIMARY SUPER MUSH LEVEL: K 2 SKILLS: fact fluency, addition facts to 12, number patterns PLAYERS: 2 (cooperative team) EQUIPMENT: 1 tray, recording sheet GOAL: to fill up the tray with 36 dice

17 PRIMARY SUPER MUSH LEVEL: K 2 SKILLS: fact fluency, addition facts to 12, number patterns PLAYERS: 2 (cooperative team) EQUIPMENT: 1 tray, recording sheet GOAL: to fill up the tray with 36 dice matching the selected fact family GETTING STARTED: The teacher selects a fact family for teams to work on: Simple Sixes Successful Sevens Easy Eights Nifty Nines Terrific Tens Enormous Elevens Tremendous Twelves All dice are removed from the tray and super mushed i.e. scrambled all together and rolled for about seconds. The teacher calls stop and the dice are then set for the activity. Together both players now hunt for combinations of dice that match the set fact family and place them into the tray. EXAMPLE: Round of Easy Eights:

18 PRIMARY SUPER MUSH

PATTERN PUT AWAY LEVEL: 3 8 SKILLS: developing and describing patterns, pre-algebra, operations PLAYERS: 2 (cooperative team) EQUIPMENT: 36 dice, tray, recording sheet GOAL: to create mathematical

19 PATTERN PUT AWAY LEVEL: 3 8 SKILLS: developing and describing patterns, pre-algebra, operations PLAYERS: 2 (cooperative team) EQUIPMENT: 36 dice, tray, recording sheet GOAL: to create mathematical patterns using all 36 dice GETTING STARTED: In this activity, students will work in pairs to fill up their trays with patterns. Students can set their dice to any number and use any combination of number and color to create their patterns. As students discuss and plan their patterns they can slot their dice into the slots of the tray to begin arranging their ideas. This activity generates a lot of opportunity for discussion, planning, and playing with patterns. The following is an example and description of a primary pattern. The initial description is fairly basic, but as the student analyzed it more deeply, they noticed that by creating a diagonal pattern, they created others. In discussion, it was noted: I see 1 through 6 on all 4 sides, flipped and reversed I can add diagonally like = = = 12 This led to an exploration of multiples and introducing multiplication: 6 x 1, 5 x 2, 4 x 3. This sample is from a 7 year old, beginning of grade 2.

20 PATTERN PUT AWAY RECORDING SHEET Partners Names: The name for our pattern is: The way we would describe our pattern is: We think our pattern is interesting because:

21 What's Under My Thumb? Copyright Box Cars and One-Eyed Jacks 2013 Level: Grades K-3 Concepts: Missing Addend, Subtraction, Counting On or Back Players: 1 vs 1 Equipment: Stratedice Tray, One Game board, pencil; may also be played with cards. Goal: To figure out the number under the other player's finger. Setting Up: Each player has their own color dice. Player One turns their back to Player Two and secretly rolls two of Player Two's dice (rolled 5 and 1, covered the 1 with a finger), adds the two dice together to get the sum of 6. Player One then turns back around so Player Two can see the 5 and the other covered die (1). Player One then says "Six is my sum! What's under my thumb?" Player Two figures out that 1 added to 5 equals 6 and says "ONE". Player Two records the 5 on the line for one addend, records the 1 in the box for the missing addend and records the sum (6) into the sum location. Since player Two was correct, Player Two places both dice into their side of the Black Tray. Players continue to alternate turns secretly rolling two of the other player's dice, adding them and saying the rhyme. If players say the correct missing addend, they get to put their dice into the Black Tray. If they are incorrect, they place their dice into the clear lid. The player with the most dice in the Black Tray at the end of 9 rounds wins the game. Example: Player One rolled 1 and 5 and covered the 1 and said "Six is my sum! What's under my thumb?" Player Two filled in the = 6 on the paper and said "ONE". Since Player Two was correct, they placed their dice into the Black Tray. (incorrect answers go in lid) Addition Multiplication _ + = x = x = _ + = x = x = _ + = x = x = _ + = x = x = + = Total Dice in Black Tray = x = Total Dice in Black Tray =

22 Multiplication Board Box Cars & One-Eyed Jacks inc Multiplication Tic Tac Toe Player one rolls 2 x 0-9 or 2 x 1-12 dice and finds the product (eg 4x6=24; 6x4=24) Cover spaces with bingo chips (one space only would be covered if doubles are rolled) Player Two takes their turn. Players continue to alternate turns Build Tic Tac Toe, three or more in a row horizontally, vertically or diagonally One point per chip and remove from board so spaces are open again Roll your partner's space and capture for 2 points per chip Play for a set period of time

K-2 TRAY GAMES JANE FELLING. Box Cars and One-Eyed Jacks. PALLISER TEACHERS CONVENTION Calgary, AB. February 19-20, 2015

K-2 TRAY GAMES JANE FELLING. Box Cars and One-Eyed Jacks. PALLISER TEACHERS CONVENTION Calgary, AB. February 19-20, 2015 Box Cars and One-Eyed Jacks K-2 TRAY GAMES JANE FELLING PALLISER TEACHERS CONVENTION Calgary, AB February 19-20, 2015 jane@boxcarsandoneeyedjacks.com phone 1-866-342-3386 / 1-780-440-6284 boxcarsandoneeyedjacks.com