T.G.I.F. Thank Goodness It's Fun! JOHN FELLING BOOS boxcarsandoneeyedjacks.com john@boxcarsandoneeyedjacks.com phone 1-866-342-3386 1-780-440-6284 BoxCarsEduc BoxcarsEducation For electronic copy send an email to: handouts@boxcarsandoneeyedjacks.com Please include the conference/workshop title
SHAKE A ROUND LEVEL: SKILL: SET UP: Grade 3 and up rounding to 10's and 100's place horizontal only, 1 shaker per 2 students, number line (optional) PLAYERS: 2 (1 vs 1) GOAL: GETTING STARTED: to earn points for rounding up One shaker is used for 2 students; use 0-9 dice in six slots, with middle slot left empty. Have students shake until STOP is called. Players round their number to 10's place. If their 10's place is rounded up, they earn 1 point. Players now round their number to 100's place. If their 100's places is rounded up, they earn 1 point. Players start the next round by shaking their shaker again. EXAMPLE: math thinking 5 8 2 3 3 8 Player One Player Two math thinking 582 is closest to 580 582 is closest to 600 338 is closest to 340 338 is closest to 300 math talk math talk 582 rounds to 580, no point earned 582 rounds to 600, 1 point earned! 500 582 600 338 rounds to 340, 1 point earned! 338 rounds to 300, no point earned 300 338 400 VARIATIONS: 1. Each student has a shaker with all 7 compartments filled with 0-9 dice. Students shake and then round to each place. They score 1 point for each time they have to Round Up. 2. Place Value Systems die rolled to identify one place value, highest value wins a point. 3. For a decimal version, fill the last 1, 2, or 3 compartments with a different color of 0-9 die. Box Cars and One-Eyed Jacks 2
Shake A Round Rounding Games With Shakers and 0-9 Dice Box Cars And One-Eyed Jacks 2016 Shake Up Your Neighbor - Two students use one shaker filled with 0-9 dice (except middle). Students round to nearest 10s place and compare. Students get a point if they have to "round up" to the next ten's place. Students round to the nearest 100's place and compare. Students get a point if they have to "round up" to the next 100's place. Player One Player Two Round One 5 8 2 3 3 8 Round Two 4 5 4 5 0 2 In Round One, Player One rounded 582 to closest 10s place 580 (no point). Player Two rounded 338 UP to closest 10's place 340 and scored 1 point. Still in Round One, Player One rounded 582 UP to closest 100's place 600 and scored a point. Player Two rounded 339 to closest 100's place 300 (no point). In Round Two, Player One rounded 454 to closest 10's place 450 (no point). Player Two rounded 502 to closest 10's place 500 (no point). Still in Round Two, Player One rounded 454 UP to closest 100's place 500 and scored a point. Player Two rounded 502 to closest 100's place 500 (no point). After two rounds Player One had 2 points and Player Two had 1 point Round Up Your Points - Each student has a shaker with all 7 compartments filled with 0-9 dice. Students shake the shaker and then round to each place. They score 1 point for each time they have to Round Up. Player One 6 5 3 9 2 1 0 Player Two 2 9 5 6 0 7 1 Player One rounded 6,539,210 to closest 10's place 6,539,210 no point, to closest 100's 6,539,200 no point, to closest 1000's place 6,539,000 no point, closest 10,000's place UP TO 6,540,000 POINT, closest 100,000's place 6,500,000 no point, closest 1,000,000's place UP TO 7,000,000 POINT. Player One earned 2 points for the round. Player Two earned 4 points when 2,956,071 was Rounded Up in the 100's place to 2,956,100, Rounded Up in the 10,000's place to 2,960,000, Rounded Up in the 100,000's place to 3,000,000 (9 hundred thousand rounded up to 10 hundred thousands making it an extra million), and Rounded Up in the 1,000,000's place to 3,000,000. Variation: After the students shake, a Place Value Systems die is rolled to identify a specific place value from 1's place to 100,000's place. Students round to that specific place and score a point if they can round up. If 1's is rolled, reroll. Variation: Fill last 1, 2 or 3 compartments with a different color of 0-9 dice to have decimals 0.1's, 0.01's and 0.001's. Box Cars and One-Eyed Jacks 3
Shake A Minute Middle Years Math Games That Just Take A Minute Box Cars And One-Eyed Jacks 2016 Front End Estimations - Adding and Subtracting 3-digit numbers. Students start with two shakers with middle compartments empty. They shake both shakers then stack them one on top the other and mentally start to add just the 100's place to see if there is a difference and then make a statement. Students may have to add the 10's and even the 1's if there are ties. 5 1 3 6 2 4 3 2 6 1 3 5 The sum of 500 + 300 something > The sum of 600 + 100 something Because 800 something is larger than 700 something Mixed Operations Shake Down - Students shake one shaker. Teacher rolls a target number (2 for example). Students must use all 7 of their shaker dice to create an equation who's answer = the target. 5 1 3 4 6 2 4 The student decided on the following (6-5) x 1 x (4 4) + 3-2 = 2 I'm Balanced - Students start with one shaker with middle compartment empty. They then begin to make equations on each half using the 3 numbers on each half. Equations on both halves must have equal answers (ie be balanced). Students see how many "right answers" for one shake, they can get before the time is up. Students may elect to start a turn over by reshaking, however, they are not allowed to use any previous balanced equations (they may wish to do this if a shake has few or no balanced equation possibilities). 5 1 3 6 2 4 5-1 - 3 = 1 1 = 6 (4 + 2) 3 x 5 + 1 = 16 16 = 2 x 6 + 4 1 x 5 + 3 = 8 8 = 6 + 4-2 etc Box Cars and One-Eyed Jacks 4
T T I T G Gr e r er g e mbers e m s, t t g r be e per p er, re r g s eet per p er t e bet ee mber e r G TTI G T T beg, e p er re r s t e mes t e p ers t e r t e r re r g s eets A p ers s e t e r be e O T p ers pee t t e r e, me t g re p ss b e g t mbers t e m e r m t e r r t e re r e t e p ss b t es e t t t e r me t e r re r g s eet ers t e e t e r mbers re r e er p er s mber e t t t t p er s me t e r g meb r ers mp re t e re r e mbers t e r T T GI I G... m t t g J s t e e st I m e b t s t e best e t be t e mber r t e r N J J N,,,,,, J e s t e gre test I m e b t s t e best e t be t e mber r t e r m t t g m t t g N rm s t rge t, s t sm t, m best e s e t er r s ser t t e m e s m best e t be t e mber J s s. J e s s. N rm s s ers r e N rm e r s p t r t e r rule t w i s t F r er Vers es s r g rem t e s me, e er t ere be t bet ee mbers r, t t p ers e r g p ts t e r mbers bet ee t e gre test e st r t e r St e ts m st p e e m p t t e r mber eg r,,,, es s r g rem t e s me Box Cars and One-Eyed Jacks 5
T primary ers m st m e t e rgest mber t e t t e r r e mp re t e r mbers t e BE EEN mber s p t ers r e s e b e e p s s ers ers m st e e e s e r ts e represe t t e s s p e es s r g rem t e s me middle years ers se t e r t ree mbers m t se te e t t e g g t e r s er be g bet ee t e s ers t e r pp e ts N J J N,,,, 9,, m t t g m t t g J t m es g T s er I m t g s met g bet ee m t t g J e, re sm mbers s I ee t m m e t e s er I get t t em N rm A s ers r r e bee ers t e p st e r s s I t s er se t t se m t t J I rst s btr te r m s I t p e t t p re t eses I t e m t p e t e ere e b t get s er J e I p e p re t eses be se I te t e t t e rst s I m t p t e s m b t g e me pr t 9 r s er N rm I e t get 9 t e s btr te t e t get s er J e s res p t r g t e bet ee s er T I E p t be t e e mber se t s e b e e Box Cars and One-Eyed Jacks 6
T I T I G T Box Cars and One-Eyed Jacks 7
LEVEL: K - 2 HORSE RACE PRIMARY ADDITION SKILLS: adding to 12, commutative property of addition, fact families PLAYERS: 2 (1 vs 1) EQUIPMENT: tray of dice (each player needs 18 of their own color), gameboard GOAL: to have the greatest number of dice on your side of the racetrack at the end of the game GETTING STARTED: Each player takes 18 dice of one color and picks a side of the dice tray to be their racetrack. Each player picks up a pair of dice, rolls, and calculates their sum. The player with the greatest sum puts their dice into their side of the racetrack. Both players verbalize their sums. EXAMPLE: + = 8 + = 6 PLAYER ONE PLAYER TWO MATH TALK Player One says 8 is a greater sum than 6 The player with the greatest sum places their dice in their side of the racetrack. The player with the least sum tosses their dice into the lid. Players each pick up another pair of dice, roll and compare their next sums. In the event of a TIE or EQUAL SUM both players put their two dice into their side of the racetrack. Play continues until both players 18 dice have been rolled out. The player with the greatest number of dice on their side of the racetrack wins. MATH JOURNAL WORK AND EXTENSIONS: This game is full of opportunities to teach basic addition concepts, adding to 12. 1. Have players record a full game on the recording sheet. See example on page 56. 2. Have players highlight or color in examples of doubles, near doubles. Count how many were rolled in your game, and compare with the rest of the class. 3. As students are playing, observe the following: Which students are identifying sums immediately? Which students are counting on from the greatest addend? Least addend? Which students are recognizing the doubles and doubles +1 and using these to add quickly or with immediate recall? Box Cars and One-Eyed Jacks 8
HORSE RACE PRIMARY ADDITION Which students are still at a concrete level of touching the pips on the dice, and will need more practice with immediate recognition of patterns to 6? 4. As a class you can analyze the types of games that happened. When a game is complete, we have students determine if their Horse Race was: (see example on bottom corner of p. 56) Dead Heat both players have the exact same amount of dice on their trays Wipe Out one player has at least 3 or more pairs greater in their side of the racetrack Too Close to Call basically the game is close throughout the play and is typically won by one or two pairs, right near the end of the game 5. You can also analyze as a class the following questions: How many doubles were rolled in the game? Keep track by tallying or taking counters each time doubles are rolled. How many tie sums were rolled in your game? Compare your total with the rest of the class. How many of your tie sums were identical rolls? For example: tie sums 4 + 4 = 8 6 + 2 = 8 tie sums with identical rolls 3 + 3 = 6 3 + 3 = 6 PLAYER ONE PLAYER TWO This analysis helps students understand fact families, and that some sums have more than one roll or pair of addends that equal it. Which sums often had ties? 6. Have students work with the commutative property of addition which states: The sum stays the same when the order of the addends is changed. 6 + 4 = 4 + 6 + = + We have the students cover up one addend with their hand and verbalize: 4 + 6 = 10 6 + 4 = 10 Box Cars and One-Eyed Jacks 9
HORSE RACE PRIMARY ADDITION PLAYER ONE BOTH PLAYERS PLAYER TWO START START Box Cars and One-Eyed Jacks 10
ROLL ON PLACE VALUE ROUND ONE PLAYER ONE PLAYER TWO ROUND TWO PLAYER ONE PLAYER TWO ROUND THREE PLAYER ONE PLAYER TWO The goal of the game is to create the largest number. Players take turns rolling a die, placing it into the tray and announcing it's place value for that roll. After 6 rolls, players compare numbers. A point is earned by the player with the largest number. A Place Value Systems die is rolled to identify a specific place value (for example 100's). A second point is earned by the player with the highest place value in that place. A third "upside down bonus point" is awarded to the player with the biggest number when the tray is rotated 180 degrees and the numbers are compared. Box Cars and One-Eyed Jacks 11
Let The Games Begin All the Box Cars games are written using the same format. As a sample, we've chosen one of our basic games to familiarize you with our style. LEVEL: Grade 1-7 SKILLS: addition facts 1-10, 1-18 combinations PLAYERS: 2 EQUIPMENT: Cards (Ace = 1) - 5, or (Ace = 1) - 9 GETTING STARTED: Players divide cards evenly between themselves. Each player turns over two cards and adds them together. The highest sum gets all the cards. In the event of a tie; (ie: each player has the same sum), WAR is declared. Each player deals out three more cards face down and then turns over two more cards. These two cards are added together. The highest sum wins all of the cars. Play continues until one player has collected all of the cards. Cards 1-5 Grade 1-2 Sums to 10 Cards 1-9 Grade 2-3 Sums to 18 Player 1 Player 2 2 + 3 4 + 1 War is declared 2 + 3 4 + 1 4 + 3 6 + 2 Player 2 collects all of the cards Try These Variations Place Value War Subtraction War 3 Addend War Multiplication War Integer War Fraction War Mixed Operations 3 cards are turned upside down. Salute Box Cars "All Hands On Deck" Mystery Number (adapted) Concepts: Missing Addend, Factor Equipment: Cards 0-12 (J=11 Q=12 K=0) Goal/Object: Figure Out value of the card on your head Usually 3 players with one player taking the role of "General". The General says "salute". The other two players take the card from the top of their deck and WITHOUT LOOKING AT IT place it on their forehead so everyone else can see what the card on their forehead is. The General Adds the two cards together and says "The sum of your two cards is..." The two players then use the sum and the card they can see on their opponent's forehead to try and figure out their own card. Variations: (1) Multiplication (take out 0s) (2) 4 Players (one General, 3 soldiers) (3) Red = neg integers / Black = pos integers Remember: War is a traditional game. However, due to the negative connotation you may want to change the term "war'' to one of your own choice. We often call these our Buzz Games (ie. Three Card Buzz). Box Cars and One-Eyed Jacks 12
"INSPIRATION STATION" DOUBLE DARE YOU GRADES K-6 JOHN FELLING BOOS boxcarsandoneeyedjacks.com john@boxcarsandoneeyedjacks.com phone 1-866-342-3386 1-780-440-6284 BoxCarsEduc BoxcarsEducation For electronic copy send an email to: handouts@boxcarsandoneeyedjacks.com Please include the conference/workshop title
LEVEL: Grade 3-4 BETWEENERS CONCEPTS: ordering whole numbers and decimals, analytical thinking PLAYERS: 3 or 4 EQUIPMENT: GOAL: 1 x 3-in-a-cube die per player, 1 recording sheet per player to have a between number in each round GETTING STARTED: To begin, record the names of all the players in the round on the recording sheets. All players shake their 3-in-a-cube die. On STOP players peek at their die, mentally figure out possible numbers they can make from their roll and then record one of the possibilities next to their name on their recording sheet. Players then in turn announce their numbers while their opponents record each player's number next the their name on that round. Players compare all the numbers in the round. EXAMPLE: Player John Jane Norm Number 456 321 415 "John's 456 is GREATEST. Jane's 321 is LEAST. Norm's 415 is BETWEEN 321 and 456." Players circle 415 and Norm earns a point for the round. STRATEGIZING... math thinking John: "456 is the least I can make but has the best chance to be the BE- TWEEN number for the round." Jane: "321 is the greatest I can make but has the best chance to be the BE- TWEEN number for the round." math thinking math thinking Norm: "541 is too large to win, 145 is too small to win, my best chance is either 451 or 415. 415 is closer to the middle and is my best chance to be the BETWEEN number. Box Cars and One-Eyed Jacks 2
BETWEENERS VARIATIONS: 1. 4 Player Version - Rules and scoring remain the same, however there can be two between numbers in a round, with two players earning points if their numbers fall between... 2. Students must place a decimal point in their number (eg roll 4,6,1-46.1, 4.61,.0461) Rules and scoring remain the same. primary Players make the largest number they can with their roll. They compare their numbers and the BETWEEN number wins a point. primary Players roll one 0-9 double dice and play a 10's and 1's version. Players must decide which die (inside or outside) will represent the 10's and 1's place... middle years Players use their three numbers in a math sentence with the goal of having the answer being between the answers of their opponents. EXAMPLE: Player John Number 5 (6-4) = 10 math thinking John: "What makes a good BETWEEN answer? I'm thinking something between 8 and 15." math thinking Jane Norm (2 + 1) 3 = 9 5 + 4-1 = 8 math thinking Jane: "3, 2 and 1 are small numbers so I need to maximize the answer I can get with them." Norm: "Answers around 7 or 8 have been winners in the past few rounds so I want an answer close to those." math talk John: " I first subtracted 4 from 6 so I had to place that in parentheses. I then multiplied the difference of (6-4) by 5 to get an answer of 10." Jane: "I placed 2+1 in parentheses because I wanted to have that done first so I could multiply the sum of (2+1) by 3 to give me a product of 9 for an answer." Norm: "I added 5+4 to get 9 then subtracted the 1 to get a final answer of 8." Box Cars and One-Eyed Jacks 3
BETWEENERS & CUBIC MYSTERY RECORDING SHEET PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER PLAYER ROLL NUMBER Box Cars and One-Eyed Jacks 4
LEVEL: Grade 3-5 ORDER IN THE COURT CONCEPTS: ordering fractions, equivalent fractions, fractions less than one and greater than one, analytical thinking Variation: Primary - naming fractions to ¹/ ⁶, Middle Years - decimal equivalents, mixed numbers PLAYERS: 1 vs 1 EQUIPMENT: GOAL: 1 x 3-in-a-cube die per player, 1 recording sheet per player to correctly identify number as greatest, between or least in each round GETTING STARTED: Player One rolls the die and uses the two numbers to create a fraction less than one, then records it on an open space in the Least to Greatest gameboard. Students may use fraction pieces or the Fraction, Decimal, Percent Chart to help make decisions. Player Two takes their turn rolling the die, creating a fraction less than one and recording it on their gameboard. Players record their fractions as rolled. If they roll a 4 and a 6, they record ⁴/ ⁶. Teachers may choose to have students convert their fractions to equivalent fractions with smaller denominators (⁴/ ⁶ rolled, ⅔ recorded). If a player's roll creates a fraction that is equivalent to one already on their gameboard, they have to record it in the "rejects" section of their gameboard. Players continue taking turns. A player wins the round if, at the end of equal turns, they have recorded five non equivalent fractions before their opponent. A player "busts" if they roll a third reject. The player who wins the most rounds wins the games. math talk "½ is greater than ²/ ⁶ and less than ³/ ⁵ " rule twists 1. Use 12-sided double dice 2. Allow fractions greater than one by using the outside (top) number as the numerator and the inside (bottom) number as the denominator. 3. Use a 3-in-a-cube die to create mixed numbers such as 3 ½. primary Roll five regular double dice at once and line them up from least to greatest, stacking equivalent fractions on top of each other. Record the rolls on the gameboard, circling equivalent fractions. math talk "²/ ⁴ is equivalent to ³/ ⁶ " Box Cars and One-Eyed Jacks 5
ORDER IN THE COURT RECORDING SHEET ROUND ONE LEAST PLAYER ONE GREATEST ROUND ONE LEAST PLAYER TWO GREATEST REJECTS REJECTS BUST! BUST! ROUND TWO LEAST PLAYER ONE GREATEST ROUND TWO LEAST PLAYER TWO GREATEST REJECTS REJECTS BUST! BUST! ROUND THREE LEAST PLAYER ONE GREATEST ROUND THREE LEAST PLAYER TWO GREATEST REJECTS REJECTS BUST! BUST! ROUND FOUR LEAST PLAYER ONE GREATEST ROUND FOUR LEAST PLAYER TWO GREATEST REJECTS REJECTS BUST! BUST! Box Cars and One-Eyed Jacks 6
TICK TOCK ROLL A CLOCK WHAT YOU'LL NEED Each Double Dicer needs one Three-in-a-Cube Die, paper, pencil. TO BEGIN Each player needs to draw a clock as illustrated below. THE GOAL To be the first Double Dicer to circle all the numbers on their clock. LET'S ROLL Player One rolls the die and may now add, subtract, multiply or divide the three numbers to target any number between 1-12. EXAMPLE: Roll is 2 3 6 Player One can circle on their clock, either: (2 x 3)+6= 12 OR 2+3+6=11 OR (6 2)+3=6 etc. Players can circle only one number per roll. Players alternate rolling the die, analyzing their combinations, trying to be the first player to circle all the numbers on their clock. If a player is unable to find a combination for any of the remaining numbers, play continues to their opponent. Box Cars and One-Eyed Jacks 7
Fractions Decimals Percents Copyright Box Cars And One-Eyed Jacks Inc. One Whole 1/1 1.00 100% One Half 1/2 0.50 50% Two Halves 2/2 1.00 100% One Third 1/3 0.333 33% Two Thirds 2/3 0.666 67% Three Thirds 3/3 1.00 100% One Fourth 1/4 0.25 25% Two Fourths 2/4 0.50 50% Three Fourths 3/4 0.75 75% Four Fourths 4/4 1.00 100% One Fifth 1/5 0.20 20% Two Fifths 2/5 0.40 40% Three Fifths 3/5 0.60 60% Four Fifths 4/5 0.80 80% Five Fifths 5/5 1.00 100% One Sixth 1/6 0.166 17% Two Sixths 2/6 0.333 33% Three Sixths 3/6 0.50 50% Four Sixths 4/6 0.666 67% Five Sixths 5/6 0.833 83% Six Sixths 6/6 1.00 100% One Seventh 1/7 0.143 14% Two Sevenths 2/7 0.286 29% Three Sevenths 3/7 0.429 43% Four Sevenths 4/7 0.571 57% Five Sevenths 5/7 0.714 71% Six Sevenths 6/7 0.857 86% Seven Sevenths 7/7 1.00 100% One Eighth 1/8 0.125 12.5% Two Eighths 2/8 0.25 25% Three Eighths 3/8 0.375 37.5% Four Eighths 4/8 0.50 50% Five Eighths 5/8 0.625 62.5% Six Eighths 6/8 0.75 75% Seven Eighths 7/8 0.875 87.5% Eight Eighths 8/8 1.00 100% One Ninth 1/9 0.111 11% Two Ninths 2/9 0.222 22% Three Ninths 3/9 0.333 33% Four Ninths 4/9 0.444 44% Five Ninths 5/9 0.555 56% Six Ninths 6/9 0.666 67% Seven Ninths 7/9 0.777 78% Eight Ninths 8/9 0.888 89% Nine Ninths 9/9 1.00 100% One Tenth 1/10 0.10 10% Two Tenths 2/10 0.20 20% Three Tenths 3/10 0.30 30% Four Tenths 4/10 0.40 40% Five Tenths 5/10 0.50 50% Six Tenths 6/10 0.60 60% Seven Tenths 7/10 0.70 70% Eight Tenths 8/10 0.80 80% Nine Tenths 9/10 0.90 90% Ten Tenths 10/10 1.00 100% One Eleventh 1/11 0.091 9% Two Elevenths 2/11 0.182 18% Three Elevenths 3/11 0.273 27% Four Elevenths 4/11 0.364 36% Five Elevenths 5/11 0.454 45% Six Elevenths 6/11 0.545 55% Seven Elevenths 7/11 0.636 64% Eight Elevenths 8/11 0.727 73% Nine Elevenths 9/11 0.818 82% Ten Elevenths 10/11 0.909 91% Eleven Elevenths 11/11 1.00 100% One Twelfth 1/12 0.083 8% Two Twelfths 2/12 0.166 17% Three Twelfths 3/12 0.25 25% Four Twelfths 4/12 0.33 33% Five Twelfths 5/12 0.417 42% Six Twelfths 6/12 0.50 50% Seven Twelfths 7/12 0.583 58% Eight Twelfths 8/12 0.667 67% Nine Twelfths 9/12 0.75 75% Ten Twelfths 10/12 0.83 83% Eleven Twelfths 11/12 0.92 92% Twelve Twelfths 12/12 1.00 100% Box Cars and One-Eyed Jacks 8