GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter8:DevelopingEarlyNumberConceptsandNumberSense
Concept/TopictoTeach
:
Theconceptsofmore,less,andsamearetoteachstudentsabouthowtherelationshipsof
theoverallnumbersenseare.
StandardsAddressed(TEKS):
1.1C
selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas

appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
1.1Fanalyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas
1.2Arecognizeinstantlythequantityofstructuredarrangements
1.5C

Userelationshipstodeterminethenumberthatis10moreand10lessthanagivennumber
upto120

LearningObjectives:
Afterateacherpresentation,studentswillbeabletounderstandtheconceptofmore,less,and
thesame,byparticipatingintheMoreorLessActivityingroupsof4or5.

EssentialQuestions:
Whyitisimportantforchildrentoknowmore,lessandsame?
Whichsetsaremore,lessandsame?

PrerequisiteKnowledge/Skills:
Studentsshouldknowrelationshipsamongnumbers1through10.
Studentsshouldknowtheconceptofmore,less,andthesame.

KeyVocabulary:
More,
Less,
Same,
Plus,
Minus

RequiredMaterials:
Markers,
25MoreorLesscards,
16numbercards,
20Beads,
2cups(pergroupof4or5).

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

StepByStepProcedures:

Hook/AnticipatorySet:
Ateacherwillintroducetheactivitybytellingthestudentsthatthey
aregoingtobeplayingagamethathastodowithnumbers.

Activity#1:

Thisactivityisforasmallgroup(between4and5).
Youneed5setsofeachdeckofMoreorLesscardsand2setsofcardswithnumbers3to
10.
First,onestudentwilldrawanumbercardandplaceitfaceupwhereeveryonecansee.
Thenthenumberthatisdrawnfromthenumbercard,willbethenumberofbeadsthat
areputintothecups.
Next,anotherstudentcandrawaMoreorLesscardandplaceitnexttothenumbercard.
Thenforthemorecardsthebeadsareaddedtothecupandforthelesscardsthe
beadsareremovedfromthecup.Forazerocards,therearenobeadsaddedor
removed.
Finally,studentscanpredictandcounthowmanybeadsareinthecup.

Assessments:
Theteacherwillbemonitoringtheactivitytoguidestudentsandtomakesuretheyare
understandingtheconceptsofmore,less,andsame.

(InformalAssessment)

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Thepossibleconnectionstoothersubjectscanbereadingandwriting.
Thecardsofthegamewillhavespellingsofthenumberanditwillhavewordssuchas
plus,minus,more,less,andzero.
BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):
Remember:
Thestudentsneedto
remember
thedifferencebetweenthesizeofnumbers
andtheconceptofmore,less,andsame.
Understand:
Thestudentsneedto
understand
thesizeofnumbersandunderstandthe
differentwaysofthinkingaboutnumbersandrepresentingnumbers.
Apply:
Thestudentswill
practice
howtocountandunderstandthesizeofnumbersby
playingaMOREORLESSgame.
Analyze:
Thestudentswill
use
differenttoolstocountnumbersotherthancounting
theirfingers.
Evaluate:
Thestudentswillworkwitheachotherandinthe
process
theycanlearnand
reviewtheirproblems.
Create:
Thestudentswillimprovetheirnumbersensebyunderstandingtheconceptsof
more,less,andsameandlearnhowto
develop
multiplewaysofthinkingnumbers.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter8:DevelopingEarlyNumberConceptsandNumberSense

Concept/TopictoTeach
:
Numbersenseandrelationships

StandardsAddressed(TEKS):
1.1C
selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas

appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
1.1Fanalyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas
1.2Arecognizeinstantlythequantityofstructuredarrangements
1.5C

userelationshipstodeterminethenumberthatis10moreand10lessthanagivennumber
upto120

LearningObjectives:
Afterateacherpresentation,studentswillbeabletounderstandthe
relationshipsamongnumbers1through10,byaddingnumbersonthenumberstripcards.

EssentialQuestions:
Whyisitimportantforstudentstothinkaboutnumbersascompositionsofother
numbers?
Askstudentswhatnumbersareonthecard?
Howcanstudentsregroupthedotstogetthesamenumber?

PrerequisiteKnowledge/Skills:additionandsubtractionskills
Studentsshouldbeknowledgeableandcomfortableontheconceptofmore,less,and
thesame.
Studentsshouldknowandbefamiliarwithnumbersthrough1to10.

KeyVocabulary:
More,
Less
Same
One
Two
Three
Four
Five
Six
Seven

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Eight
Nine
Ten

RequiredMaterials:
Markers,
30NumberStripCards

StepByStepProcedures:
Hook/AnticipatorySet:
Ateachercanpossiblystarttheactivitywithanumbersongon
youtube.

Activity#2:
Thisactivityisforindividualsstudents.
Eachstudentwillbeprovidedwithstripnumbercards.
Thestripsofcardswillhaveanumberonitwithapictureofdotsthatrepresentsthe
numberonthestrip.
Then,studentsneedtocompletethecardswithdrawingdotsinadifferentwaysto
representthenumberonthestrip.
studentsneedtospelloutthenumberonthebackofthestripcards.
Finally,studentscanpairupandswitchtheirstripnumbercardsandreadoutthenumber
andexplainwhattheydidonthestripcardstoeachother.

Assessments:
Theteacherwillbeobservingstudentsbyguidingtheactivityandhelpingthemdevelop
theirnumbersense.
Theteacherwillalsoassessstudentsbytheproduct(thestripnumbercard)thatisturned
in,andwillthereforeallowtheteachertocheckforthestudentsunderstanding.

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Thenumberswillbespelledoutonthenumberstripcardshelpingstudentswithreading
andspelling.
Thestudentswillalsospelloutthenumbersonthebackofthestripcards,connectingto
thereadingsubjectareaaswell.

BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):

Remember:
Thestudentsneedtorecognizenumber1through10andabletocount
numbers1through10.
Understand:
Thestudentsneedtounderstandhowtocountmeaningfullybygrouping
numbersinmultipleways.Forexample,2+6=8or4+4=8.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Apply:
Thestudentswillpracticehowtogroupnumbersinmultiplewaysbyfillingouta
numberstripcards.
Analyze:
Thestudentscanuseotheractivitiestounderstandthebasicrelationships
amongnumbers1through10.
Evaluate:
Theteachercanmonitorstudentswhiletheyareworkingontheiractivityon
numberrelationships.
Create:
Thestudentcanimprovetheircountingskillsbylearninghowtogroupnumbers
indifferentwaysotherthanusingtheirfingerstocount.

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter9:DevelopingMeaningsfortheOperations
Concept/TopictoTeach
:
Theconceptofthislessonistoteachstudentshowtoaddandsubtractnumberproblemsfrom1
through12onanumberline.

StandardsAddressed(TEKS):
2.1C (C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseas
appropriate,tosolveproblems;
2.2E (E)locatethepositionofagivenwholenumberonanopennumberline;and
2.2F (F)namethewholenumberthatcorrespondstoaspecificpointonanumberline.
2.4A (A)recallbasicfactstoaddandsubtractwithin20withautomaticity;
LearningObjectives:addingsubtractingpossiblymultiplying
Afterateacherledlesson,thestudentswillbeabletoaddandsubtractwholenumberproblems
usinganumberline.

EssentialQuestions:
Howcanyouexplainthedifferencebetweenadditionandsubtraction?

PrerequisiteKnowledge/Skills:additionandsubtractionskills
Thestudentswillneedtoknowwhatadditionandsubtractionis.Theywillneedtodistinguish
thedifferencebetweenthetwooperations.Thestudentswillalsoneedtobeabletosolve
problemsusingwholenumbersallthewayupto12.

KeyVocabulary:
Addition
Subtraction
NumberLine

RequiredMaterials:
MaskingTape
Diecutnumbers(120)
Dodecahedron(usedasdice)
Whiteboard
Visvismarker
Eraser

StepByStepProcedures:
Hook/AnticipatorySet:

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Todaywhileyouareinthiscenter,asagroupyouwillgettochoosehowyouwanttowalkon
thenumberline.(Allofthegroupmemberscandecidewhethertheywanttojump,hop,skip,
etc..Oncetheyhavedecidedhowtheywillbewalkingonthenumberline,whoeveristhe
Jumper
willdotheactionontothenumberline.)

Activity#3
1. Theteacherwillassigneachstudentarole.(Onepersonwillbethe
writer
,whichwrites
theequationontothewhiteboard.Thesecondpersonwillbethe
diceroller
,whichrolls
theDodecahedrondice.Thethirdpersonwillbe
1st
wholenumber
whichstandsonthe
numberlinewhenthefirstnumberisrolled.Thefourthpersonwillbethe
jumper
who
jumpsasmanyspacesonthenumberlinefromthesecondrolloftheDodecahedrondice.
Thefifthpersonisthe
answer
inwhichtheystandwherethejumperlandedonthe
numberline.)
2. The
DiceRoller
willrolltheDodecahedrondice.Whateverthedicelandsonwillbethe
firstwholenumberthatwillbeadded.
3. The
Writer
willwritethenumberthatthedicelandedon,ontothewhiteboard.
4. The
1st
wholenumber
willstandonthenumberlinecorrelatingtothewholenumber
thatthedicelandedon.
5. The
DiceRoller
willrollthediceonceagaintoseewhatnumberwillbeaddedtothefirst.
6. The
Writer
willwritethesecondnumberonthewhiteboard.
7. The
Jumper
willwalkasmanystepsthatisneededfromthenumberbeingadded.
8. The
Answer
willstandonthewholenumberthatthe
Jumper
landedon.
9. The
Writer
willcompletetheequationbywritingtheansweraftertheequalssign.
10. Thegroupwillidentifytheanswer.
11. Oncethegrouphasagreedthattheiransweriscorrect,theywilleachswitchtonewroles.
12. Theywillkeepdoingproblemsuntileachmemberfromthegrouphasparticipatedonce
ineveryrole,anduntilthe5minutesisup.
13. Theywilltaketurnsdoingadditionandsubtractionproblems.

(Forexample,the
Dice

Roller
rollsthediceanditlandson3,the
1st

whole

number
willlocate3
onthenumberlineandstandthere.The
DiceRoller
willrollthediceagain.Thedicelandson2.
st
The
Jumper
willgonexttothe
1
whole

number
andwalkonthenumberlinetakingtwosteps.
The
Answer
willstandnexttothe
Jumper
andtaketheirplaceonthenumberline.)

(Forthegroupsthathaveonly4people,willhaveonepersonassignedtoboththe
Writer
and
Dice

Roller
.)

Assessments:
Theteacherwillmonitorthestudentstoseewhethertheyunderstandtheconceptofaddingand
subtracting.Attheendofthecenters,theteachercanworkonproblemsasaclass,orgivethe

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

childrenalittleworksheetofnumberlineadditionandsubtractionproblemstoseeifthe
studentsfullyunderstoodtheconceptofadditionandsubtractionandhowtouseanumberline.

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Oncethestudentsarecomfortableinusingthenumberline,theteachercangivethemword
problemsinwhichthestudentswillhavetoidentifytheimportantinformationthattheyneedto
solvetheproblemandhowitisthattheyneedtosolveit.Thestudentsanalyzingtheimportant
informationthatisneededintheproblemisthemusingtheirreadingandlanguageartsskills.In
readingandlanguageartstheylearnaboutcontextcluesandwaysinwhichtheycanidentifythe
importantinformation.Theycanevenseehowanumberlinelookslike,andtheymightcompare
ittoatimelinethattheycouldmakeinsocialstudies.Whenitcomestoscience,thestudentscan
useanumberlinetohelpthemfigureoutthedistanceofanitembyusingthesameskillsthat
theyusedtosolvetheirmathproblems.

BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):
Remember:
Thestudentswillneedto
recognize
thedifferencebetweenadditionand
subtraction.
Analyze:
Thestudentscanuseanotherstrategyonhowtosolvetheproblemsofadditionand
subtractionby
experimenting
onanumberline.
Understand:
Thestudentswillsolvetheadditionandsubtractionproblems,byphysically
showing
theirpeers,themselves,andtheteacher,howtheygottheyanswerbytakingtheright
amountofstepsonthenumberline.
Evaluate
:Thestudentswill
monitor
theirgroupmembersastheyworktogethertosolvethe
problem,andagreewitheachother.
Apply:
Thestudentswill
practicesolving
theproblemsonthenumberline.
Create:
Thestudentscan
improve
theiradditionandsubtractionskillsbylearningnewwaysin
whichtosolvetheproblem,likelearninghowtouseanumberline.Theycanevencreatetheir
ownnumberlineonapaperoncetheyunderstandhowitisthatanumberlineworks.

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter9:DevelopingMeaningsfortheOperations
Concept/TopictoTeach
:
Theconceptofthislessonistohelpthestudentsaddandsubtractbyusingmoney.

StandardsAddressed(TEKS):
1.1A (A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
1.1C (C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseas
appropriate,tosolveproblems;
1.3D (D)applybasicfactstrategiestoaddandsubtractwithin20,includingmaking10and
decomposinganumberleadingtoa10;
1.5G (G)applypropertiesofoperationstoaddandsubtracttwoorthreenumbers.
1.9B (B)identifyincomeasameansofobtaininggoodsandservices,oftentimesmaking
choicesbetweenwantsandneeds;

LearningObjectives:addingsubtractingpossiblymultiplying
Afterateacherledlesson,thestudentswillbeabletoaddandsubtractwithin20,byparticipating
inplayingstoreusingmoney.

EssentialQuestions:
Howcanyouexplainthedifferencebetweenadditionandsubtraction?

PrerequisiteKnowledge/Skills:additionandsubtractionskills
Thestudentswillneedtoknowwhatadditionandsubtractionis.Theywillneedtodistinguish
thedifferencebetweenthetwooperations.Thestudentswillalsoneedtobeabletosolve
problemsusingwholenumbersallthewayupto20.

KeyVocabulary:
Addition
Subtraction

RequiredMaterials:
MonopolygameEverythingthatcomesinthegame
Dice
StepByStepProcedures:
Hook/AnticipatorySet:

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Hasanyoneeverplayedmonopolybefore?Welltodaywearegoingtoplayandwearegoingto
learnhowtosaveandspendmoneybyusingouradditionandmathskills.(Theteachercanget
thestudentsexcitedtoplayagameastheywillbeusingtheirmathskills.)

Activity#4
1. Theplayerswilldecidewhowillbethebanker,andgoinorderbyrollingthediceandsee
whogetsthehighestnumbers.
2. Oncethestudentsknowtheorderandwhoisbankerthebankerwillpasseachplayerthe
money.
3. Thebankerwillgiveeachperson5$1s,4$2s,3$3s,2$4sand1$5.
4. Onceeachstudenthastheirmoneytheywillbeginthegame.
5. Thefirstpersonwillrollthediceandwhatevertheylandontheywillmovethatmany
spaces.
6. Iftheylandonsomethingtheycanbuy,theycandecidewhethertheywanttobuythe
placeorpassonitandsavetheirmoney.
7. Eachplayertakesturnsgoing.
8. Ifaplayerlandsonsomeonespropertytheywillseehowmuchtheyowethem.
9. Thebankerwillalwaysusetheirmathskillstoseehowmuchmoneytheyowethe
student.

(Forthegroupsthathave5members,onepersonwillbethebankerwhiletheother4people
playthegame.Forthegroupswith4peopleonepersoncanplayaswellasbethebankeroronly
have3peopleplayingthegame.)

Assessments:
Theteacherwillmonitorthestudentsplaytoseewhethertheyaredoingthecorrectmathskills.

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Oncethestudentsarecomfortablewithhowtoworkwithmoney,theteachercangivethemword
problemsinwhichthestudentswillhavetoidentifytheimportantinformationthattheyneedto
solvetheproblemandhowitisthattheyneedtosolveit.Thestudentsanalyzingtheimportant
informationthatisneededintheproblemisthemusingtheirreadingandlanguageartsskills.In
readingandlanguageartstheylearnaboutcontextcluesandwaysinwhichtheycanidentifythe
importantinformation.Whenitcomestoscience,whenthestudentsaredoingexperiments,they
canfigureouthowmuchmoreofsomethingthattheywouldneedorhowmuchtheywouldneed
togetridof.Forexample,theyaredoinganexperimentusingwater,andtheyareusingbeakers
thathavewaterinsideofthem,iftheirexperimentdoesntworktheycanfigureoutwhatis
wrongbyeitherfiguringouthowmuchtotakeoutorhowmuchisneededtobeadded.

BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Remember:
Thestudentswillbeableto
show
thattheyunderstandadditionandsubtraction
problemsbyplayingmonopoly.
Apply:
Thestudentscan
practice
howtodealwithmoneyby
operating
abank.
Understand:
Thestudentswillbeable
show
thattheyunderstandhowtopayforproperty,
figureouthowmuchchangeshouldbegivenback,andhowmuchmoremoneythattheywould
needtobeabletobuyapropertybyplayingmonopoly.
Analyze:
Thestudentswillbeableto
discover
howreallifesituationsworkwhenitcomesto
goingtoabankandbeingabletohaveenoughmoneytopayforthings.
Evaluate:
Thestudentswillbeableto
assess
eachotherbycheckingwhethertheygaveenough
moneyorreceivedtherightamountofmoneyback.
Create:
Thestudentscan
build
theirowngametohelpthemimprovetheirskillsinlearninghow
todealwithmoney.

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter10:HelpingChildrenMastertheBasicFacts
Concept/TopictoTeach
:
HelpingChildrenMastertheBasicFacts:Theconceptofthisactivityistohelp1stgrade
studentsactivatepreviousknowledgeinordertosuccessfullyidentifythesumofmorethanor
lessthantwodifferentfacts,byplayingaselfmadeboardgame.

StandardsAddressed(TEKS):
Thestudentisexpectedto:
1.1A)Applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
1.1C)Selecttools,includingrealobjects,manipulatives,paperandpencil,asappropriate,and
techniques,includingmentalmath,andnumbersenseasappropriate,tosolveproblems
1.3D)Applybasicfactstrategiestoaddandsubtractwithin20
1.5D)Representwordproblemsinvolvingadditionandsubtractionofwholenumbersupto20
usingconcreteandpictorialmodelsandnumbersentences
1.5G)Applypropertiesofoperationstoaddandsubtracttwoorthreenumbers.

LearningObjectives:
Afterateacherpresentation,thestudentswillbeabletosolveadditionandsubtractionproblems
betweenfactsthataremorethanand/orlessthantheotherfact,byplayingaselfmademath
boardgame.

EssentialQuestions:
Whatwillthesumbewhenafactisacertainamountmorethantheother?
Whatwillthedifferencebewhenafactisacertainamountlessthantheother?
Whatoperationiseasiertofind?

PrerequisiteKnowledge/Skills:additionandsubtractionskills
Studentsmusthaveadditionandsubtractionskillsandbefamiliarwithconceptofmorethanand
lessthan.

KeyVocabulary:
Morethan
Lessthan

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Facts
Addition
Subtraction
Operations
Counting

RequiredMaterials:
Chapter10:Activity#5
PaperDice
Labelonedie1,2,3,4,5,6(oranynumbersappropriateforagegroup)
LabeltheotherdieOnemorethan,twomorethan,threemorethan
Looseleafpaper,
Pencils,
Counters,
WordProblems
Gameboard
Selfmademathwordproblemcards
Counters(Formoreassistance)

StepByStepProcedures:

Activity#5
Hook/AnticipatorySet:
Askstudents,HowmanyofyouhaveplayedMonopoly,or
Candyland?Studentswillbecomeexcitedbecauseofthefamiliaritytheyhavewiththeboard
games.ExplaintoStudentsthattheywillbeplayingasimilargame(mathversion)relatedtothe
famousboardgames.

1.

AskstudentsiftheyhaveplayedawellknownboardgamesuchasthatofMonopolyor
Candyland.
2.

Explaintostudentsthattheywillbeplayingasimilargamethatisintegratedwiththemath
conceptsthattheyhavebeenlearningaboutwhichis1,2,3morethanand1,2lessthan.
3.

Eachstudentwillgrabalooseleafpaperinordertoshowwork.
4.

Eachstudentwillgrabapenciltoperaserastheirfigurinetoplaythegame.
5.

Takingturns,eachstudentwillrollonediceinordertoseewhothefirstplayerisandso
forth.(Thesmallestnumberswillgofirst.Thisstrategywillposeasasmallicebreakertoget
studentsacquaintedwiththeirmotorskillsinrollingthediceandidentifyingnumbers,before
theybeginthegame.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

6.Inchronologicalorder(Ex.Player1,Player2,etc)thestudentswilltaketurnsrollingthe
diceandmovingtheirerasertothespacecorrelatedtowhatwasshownbythedice.
7.

Everytimeastudentrollsthedice,thestudentmustsayaloudwhateverthediceshows,as
wellassaythe

sumordifferenceofthefactsbeforemovingtheireraser.
8.

Ifastudentlandsonanapple,theymustpickacardfromthedeckofcardsthathavean
appleonit.Therewillbeashortwordproblemthatthestudentmustcompletebeforemovingto
theintendedspacethatisstated.(Note:Ifastudentpicksacardfromthecenter,theymustshow
theirworkonthelooseleafthatisprovidedatthecenter,andmakesuretheywritetheirnameon
thissheetofpaper.)
9.

Ifastudentlandsonapencil,theymustpickacardfromthedeckofcardsthathasapencil
onit.Therewillbeashortwordproblemthatthestudentmustcompletebeforemovingtothe
intendedspacethatisstatedforthisdeckofcardsaswell.(Note:Ifastudentpicksacardfrom
thecenter,theymustshowtheirworkonthelooseleafthatisprovidedatthecenter,andmake
suretheywritetheirnameonthissheetofpaper.)
10.Thegoalofthegameistogettheteachertoschoolwhileatthesametimehavingstudents
activatepriorknowledgeandsolvetheadditionandsubtractionproblems.

Assessments:
Theteacherwillassessstudentsbythesupervisionoftheirverbalanswerstothemathproblems,
aswellastheproblemsthattheywritedownonthelooseleafpaperwheneverpickingaword
problemfromthecenter.Theteacherwillbeabletocheckforcomprehensionandunderstanding
bytheanswersthataresaidbythestudentsinadditiontotheworkdoneonthestudentspaper.

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Chapter10Activity#5
Byimplementingafewwordproblemsintothelearningcenteractivity,(boardgame)students
willbeexposedtobothcontentareasofmathandreading.Whileplayingtheselfmadeboard
game,studentswillreadtheshortmathwordproblemsprovidedontheindexcards,whenever
theylandonaspacethatstatestogetacardfromthecenter,and/orreadingoneofthediethat
states,Onemorethan,twomorethan,threemorethanandwillneedtobeabletocomprehend
whattheproblemis,inordertosolvethemathsituationandcontinueonwiththegame.

BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):
Remember:
Studentswillneedtouse
previousknowledge
frompastlessonsinordertoretrieve
therelevantknowledge(addingonemorethan,twomorethan,threemorethan)andsuccessfully
beengagedintheactivity.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Understand:
Studentswillreviewwhattheyknowabouttheirnumbersenseandwillbeableto
explaintheir
understanding
byshowinghowmanyspacesthedicelandson,tomoveaswellas
showingtheirworkdoneontheirlooseleafpaper.
Apply:
Studentswill
practice
theiradditionskillsby
solving
thefactsthataredisplayedbythe
diceaswellasanywordproblemsthatarechosenbythestudent,andapplysimilarstrategiesin
theireverydaylife..
Analyze:
Studentswill
examine
howeasilyaddingandsubtractingis,whenrollingthediceand
playingtheboardgame,andthereforecanfeelmorecomfortablewiththeconceptandgaina
betterunderstanding.
Evaluate:
Studentswilljudgewhethertheyareaddingandsubtractingthenumbersonthedice,
correctly,andmovingtherightamountofspacesduringplayingtheboardgame.
Create
:Studentswillbeabletocreatetheirownmodifiedboardgamesthatcanbetterhelpthem
understanddifferentconceptofmath.

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Chapter10:HelpingChildrenMastertheBasicFacts
Concept/TopictoTeach
:
HelpingChildrenMastertheBasicFacts:Theconceptofthis
activityistohelp3rdgradestudentsactivatepreviousknowledgeinordertosuccessfully
identifythesumofmorethanorlessthantwodifferentfacts,byplayingaselfmadeboard
game.

StandardsAddressed(TEKS):
1.1A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
3.1C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseas
appropriate,tosolveproblems;
3.5C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesas
muchas24;

LearningObjectives:
Afterateacherpresentation,studentswillbeabletomastertheirmultiplesof5andmaster
tellingthetimeonaclock,byplayingaflashcardgame.
EssentialQuestions:
Whattimeisit?
Whatarethetimestablesof5?
Whatmultipleof5doesthenumberontheclockcorrespondto?

PrerequisiteKnowledge/Skills:
Studentsshouldbefamiliarandcomfortablewiththeirmultiplicationtablesof5,andfamiliar
withtherulesofreadingaclock..

KeyVocabulary
Five
Multiple
TimesTables
Time
AnalogClock
DigitalClock
Hour
Minute

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

RequiredMaterials:
24Indexcards
Actualclocks,selfmadeconstructionclocks,orcutoutclocks.
Onesheetthathasdigitalclockswithdifferenttimes.
Optional:Prize(PreferablySchoolSupplies)

StepByStepProcedures:
Activityisintendedforgroupsof4(IfGroupsarelarger,studentscantaketurnsand/or
canbescorekeeper.)
Placeaworksheetatthecenterofthetablewithdifferenttimesondigitalclocks.
Haveatleast2clocksthatcanbemovedandhandledbythestudentsmanually.
Tostartoffthelessonplan,studentswillworkwitheachotherandtaketurnsincorrectly
managingthetimeontheanalogclocktothatofthedigitaltimesontheworksheet.
Oncestudentshavesuccessfullyworkedtogetherandunderstandthatthethelonghand
correspondstotheminutes,andstudentshavematchedallthedigitaltimesonthe
worksheettothatoftheiranalogclocks,studentswillmovetothenextlevel.
Studentswillpartnerupandcompetetoseewhoknowstheirmultiplesoffive.
studentswillalsobecompetingtoseewhoisfasterattellingwhattheminutehandonthe
analogclockontheindexcardstandsfor.(Forexample:Theminutehand(longhand)
whenlocatedonthe6,determinesthatitis30minutespastthehour,correspondingto
5x6.)
Ifgroupismorethan4,havestudentstaketurns.
Studentswillcompleteuntilallmultiplicationfacts,upto12,havebeensolved.
Thepairofstudentsthatfinishesfirst,wins.

Hook/AnticipatorySet
:Talktostudentsaboutraces.Askstudents,Howmanyofyoustudents
canrunsuperfast?Explaintostudentsthatoutdoorraces,suchasrunning,aresuperfun,but
askiftheyhaveeverhadraceswiththeirminds?Askthestudents,iftheyhaveeverplayed
bingo,goldfish,speed,etc...(Thewordrace,andthefamiliarfamilygames,andthekidsinterest
infriendlycompetitions,willleavestudentscuriousaboutwhatracing,andbeingquickwith
theirmindsexactlymeans.)

Assessments:(Informal)
Teacherwillmonitorstudentinteractionandassurethatallstudentsareparticipatingin
activity.
Teacherwillsuperviseoverstudentstomakesuretheanalogstheyaremanually
changingcorrectlycorrespondtothedigitaltimesonthesheetofpaperatthecenterof
thetable.
Teacherwillmonitorthatstudentsarecorrectlyanalyzingtheflashcardsandrelatingthe
answertotheclockstime.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

PossibleConnectionstoOtherSubjects(Pleaseelaborate):
Thecompetitivenessoftheactivitywillactivatequickandaccurateresponsesfromthestudents
thatwillpreparethemforallothersubjectareasinthesenseofpreparationandunderstanding
thematerial.
Studentswillalsopracticeandpreparethemselvesforreallifesituationsinthesensethatthey
willhavetocorrectlyreadaclockalmost,ifnoteverydayoftheirlife.

BloomsTaxonomy(Identifyeachlevelthatwillbecoveredinyourlearningactivities):
Remember
:
Studentswillactivate
previousknowledge
aboutthemultiplesof5(timestables)
inordertohelpthemtellthetimeontheclock.
Understand
:
Studentswillgaintheknowledgeandunderstandhowthemultiplesof5
correspondtohowaclockisread.(Whichbenefitsthestudentinbothmasteringmultiplication
factsandreadingaclock.)
Apply
:
Studentswill
apply
thestrategiestheyusedduringtheactivitytohelpthemreadclocks
moreeasilyinreallifesituationsaswellas
applying
beingquicktorespondtosituationssuchas
mathequationsandproblemsandothersubjectareas.
Analyze:
Studentswill
examine
howmultiplesof5(5stimestables)contributetotellingthe
timeonananalogclock
Evaluate:
Studentswill
assess
eachotherontellingthecorrecttimeontheclockbyusing
multiplesof5andmultiplyingfactscorrectly,withapartner.
Create:
Studentswill
generate
easiermethodstohelpthemrememberhowtocorrectlyreada
clockandhowaclockcorrespondstothemultiplesof5.

GameNight

HelpingChildrenMasterNumberConcepts,MeaningsofOperations,andBasicFactsOfMath

Bibliography:
TexasEssentialKnowledgeandSkills.(n.d.).RetrievedFebruary01,2016,from
http://tea.texas.gov/index2.aspx?id=6148

Walle,J.A.,BayWilliams,J.M.,&S.,K.K.(2010).Elementaryandmiddleschool
mathematics:Teachingdevelopmentally.NewYork:Longman.