"Make n" Grids - a numeracy game

Another numeracy game for my roll call group. Right now we are targeting the skill of knowing number combinations for numbers up to 20.

We played a game called "Make 10" from the NSW DET's "Developing Efficient Numeracy Strategies" (DENS) stage 2 booklet.

The grids for that game have numbers from 1-10, and you roll a 0-9 die. Players take turns to roll the die and colour in a square on the grid. Players use different coloured pens and the first to get 4-in-a-row wins. When they roll, rather than colouring the number they rolled, they colour the number needed to make ten from their number. For example, if you roll a 6, you colour in a 4, because 6 + 4 = 10.

These grids extend the game to make use of 8, 12, and 20-sided dice, and 10-sided dice with tens, hundreds, and thousands on their faces.

Make n grids.pdf

We played some of these variations today, and they went well. The students can play quite independently, and it's easy to vary the difficulty between different groups by which grid and die you give them.

Yes/No Game with Numbers

A simple premise, and very adaptable. Plus it gives us a nice opportunity to get up and get moving!

Here's how it goes:

• Label one area (e.g. one side of the classroom) with "Yes" and another area with "No"
• Give each student a number.
• Ask yes/no questions about the numbers.
• Students have to go to the correct area, holding their number where you can see it to check.

For example, today I played this with my Peer Numeracy roll call (which was extra good because it was a small group and the year 10 mentors helped check and helped the students who struggled). First I did numbers in the hundreds, then in the thousands.

Some questions:

• Are you even?
• Are you more than 50?
• Are you more than 400?
• Look at your tens digit. Is your tens digit more than 3?
• Look at your hundreds digit. Is your hundreds digit odd?
• Add up your digits. This is your digit sum. Is your digit sum even?

And so on. At the end of each set of questions, I got them to line up in ascending order and collected the numbers and gave out the new numbers.

I've also played as revision with year 7 classes, looking at number properties and special numbers, using questions like:

• Are you odd?
• Are you prime?
• Are you a multiple of 3?
• Is 4 a factor of you?
• Are you palindromic?
• Are you a square number?
• Are you a triangular number?
• Are you in the Fibonacci sequence?
• If you add 3 to yourself, are you a multiple of 5?

Some other ideas:

• Use decimal numbers and ask questions about the digits in certain places, to reinforce place value
• Use fractions and ask questions about the numerator and denominator (to reinforce those terms)
• Use algebraic terms and ask about "are you a like term to ...?" or "is .... a factor of you?"
• Give students shapes and ask questions about their properties

This also makes me think about getting students into groups for group work. Some ideas:

• Give students algebraic terms and get them to form groups in their like terms
• Give students numbers and get them to form groups of multiples
• Give students shapes and get them to find the same type of shape

Multiples Pig

When I was at high school, we played a lot of card games. A lot. All the time.

Pig was one I had forgotten about, until I was reintroduced to it by some students as Spoons. A good description of the game can be found here.

In Pig the aim is to get four of a kind. In Multiples Pig, the aim is to get 4 numbers that are all multiples of the same number (not including one, and I usually disallow twos as well).

All you need are some number cards. Here are some that go from 3 to 50 that work quite well:



My basic summary of the rules:

• Players sit in a circle
• Deal 4 cards to each player
• The rest of the deck is to the right of one player
• That player picks up from the deck then discards to their left
•  The next player picks up from those discards and discards to their left and so on. So each player picks up from their right, discards to their left.
• There are no 'turns', play continues as quickly as the players can play
• The first player to create a hand of 4 multiples puts their hand on their nose
• Anyone who notices this can also put their hand on their nose
• The last player to put their hand on their nose 'loses' (loses a life, gets a letter of the word pig, etc.)
• Shuffle, deal and play again!

The best part of pig is the subtle silent waiting for the last person to notice!

Numeracy Game: "50 and out"

My second numeracy game of the year for the Peer Numeracy roll call group was based on an idea I found on the internet when googling around. Naturally, I can't find it again. But it was called "50 and out" or something very similar.

Basically, everyone stands in a circle (I've found that a group of 5-10 is good) and they go around the circle saying the next number in the sequence. So for the basic game, they count up in fives. There is a target number, in this case 50. The person who says 50 has to sit down, then the others start back at 5 and you continue until only one person is standing.

There's no strategy to this game, but it leads neatly on to playing variations on "21". There, each person can choose whether to say 1, 2, or 3 numbers in the sequence to try not to get out.

For my numeracy roll call we are focusing on counting on and back by 10s, so we had variations like:

• Start at 10, go up by 10s, 100 is out
• Start at 200, go down by 10s, 100 is out
• Start at 37, go up by 10s, 157 is out
• Start at 182, go down by 10s, 62 is out

We've played for a week now and covered heaps of variations of counting by 10s off the decade, and they've also tried counting by 2s and by 5s.

With another Maths class, we used it more for times tables, up to the 12s. This was also a great opportunity to satisfy their desire to go outside on a nice day! We made two circles on the netball courts and they happily played for about half a lesson. They had a go at the variation with strategy, which I'll try with the roll call group tomorrow!

Numeracy Game for Counting by Tens and Ones

This is a simple group game for practising counting on and back by tens and ones. I used our recently-purchased pocket cubes to create dice for the game.

Players sit in a circle and takes turns to roll the dice and count as instructed. The worded die tells you whether to count on or back, and by ones or tens. The number die tells you how many numbers you need to count. Play starts at 100.

e.g.
Player 1 rolls "count on by tens" and "3", so they count "110, 120, 130".
Player 2 counts from 130. They roll "count back by ones" and "4", so they count "129, 128, 127, 126".

If you get to or below zero, restart at 100.

I have a roll call class called "Peer Numeracy", which involves a group of year 8 students who need help with numeracy working with year 10 students as mentors/leaders/tutors. We tried this game today in our first session for the year. They played in groups of 3 or 4 and the student leaders helped them mostly by remembering what number they were at, and providing guidance where it was needed to keep track of their counting.

Pocket Cube inserts for Counting On and Back Numeracy Game by

The inserts could be varied to increase or decrease the difficulty for students as they develop their skills. For example:

• starting at 1000 and including counting on or back by hundreds
• include counting by twos or fives
• use for higher-level kids studying decimals by counting on or back by ones, tenths and hundredths

Does anyone else use these pocket cubes? What have you done with them?

Day 4: Christmas Colour-by-numbers

These worksheets are only very simply addition and subtraction but great fun and really cute pictures to have to put up around the room as the end of the year approaches.

This is the display from 2010. I remember being surprised at how much my students of all ages loved these! Also featured Christmas sudoku (which I'll mention later) and a turkey (which I won't).

Day 3: Christmas Maths Worksheets Part 1

A lot of "holiday themed" worksheets are just normal questions with a few themed images around the edges. Which is ok I guess, but I'm looking for my themes to be a little more integrated.

Maths-Drills have a bunch that can be found here, and they range in how genuinely Christmassy they are. They include a few of the lame kind, but they have made a genuine effort with the others, and in any case they are all pretty and well-presented. And free!

Problem contexts include adding presents on Santa's list, ordering numbered baubles, Christmas word problems, reading tables about Santa's route between different cities, number patterns about how many toys the elves make each day, and of course a number plane picture.

Oops! I failed primary school maths :(

Subtracting a Negative - The Third Umpire

My Lovely Year 7s are starting their topic on directed numbers/integers at the moment. Over the years we have had a lot of discussions about how to get them to really understand about adding a negative and especially subtracting a negative.

With some help from my lovely husband, it seems that sport or some kind of game is the way to go. He played a version of cricket where each batsman stays in for a fixed number of overs, but gets a negative score added if they get "out". I thought it was a great idea, and had lots of potential for negative numbers - what if the third umpire overturns an out?

Here's the game we played today:

Students came up in pairs, one pair at a time, to play. They had 30 seconds to throw a bean bag between them (from behind marked lines) as many times as they could.

Scoring:
1 point for each successful catch.
-1 points for each time the bean bag hit the ground but was picked up again in less than 2 seconds.
-5 points for each time the bean bag stays on the ground for 2 seconds or more.

Also I stopped them mid-game so we could discuss the scores on the board.

I considered the penalties for dropping as negative numbers, rather than subtractions, so that we could write our number statements that way. That also allowed us to subtract a negative score if a penalty was overturned.

For example:

A pair of students catch the bean bag 22 times, then drop it. I rule that it is on the ground for more than 2 seconds.

So I write 22 + (-5) =

Here we can talk about the use of brackets, how they may or may not appear and why we might use them. We can also talk about how we would say it. Do we say "22 plus minus 5" or "22 plus negative 5" or can we say "22 plus take-away 5"? Which ones make sense? Which is the most clear?

Now they know that the pair have lost points, because they did something wrong, so 22 + (-5) = 17.

But they did appeal that it was less than 2 seconds. We took a vote. My decision was overruled.

So I write 17 - (-5) =

I'm removing the negative score. They all know already that the result should be back at 22. So we can now discuss why that is.

In summary at the end of the games we talked about adding and subtracting positive numbers, and adding and subtracting negative numbers, since we had done a bit of all of these.

After we played that version a few times, we switched to a system where the scores started at -20. This allowed us to do the same types of calculations, but in the negative numbers and crossing zero. I have a number line across the front of my room which helps a lot in these situations.