Some of These Games Were Shared with Me by a Colleague Who

Maths Games / Hoppers

Some of these games were shared with me by a colleague who

found a blog by an educator called Dave Gardner, Head Teacher,

Explorations in Math. So thank you to them.

Buzz / Bang

The whole group count and when certain numbers are mentioned that represent a figure or value learnes have to say buzz or bang depending on what the word represents. The is often called Fizz / Buzz.

Activity detail

All learners stand behind their chairs and as a whole grouplearners count, one at a time each learner calls out a number.

For example the first learner calls out one, then the next two and the next three and so on, all learners contribute.

Certain values get assigned a word, for example multiples ofthree may have to be identified using the word buzz andmultiples of four may be identified using the word bang. So whenlearners start to count the first learner will say one, the nexttwo, the next buzz (to replace three), the next bang, the nextfive, then buzz, then seven, then buzz and so on.
When learners get a number of word incorrect they are out ofthe game.
The last learner or small group of learners left standing are thewinners of the activity.

Extension

For higher ability groups it useful to use different representations for buzz and bang for example instead of asking for multiples of three and four teachers could specify that buzz replaces factors of a number, or bang could be represented by answers to linear equations placed in the board requiring learners to work them out while playing.

For lower ability groups teachers may ask for only one word to be used for example groups facing challenges learning the four times tables may use only the word bang to represent multiples of three thereby helping learners to develop their four times tables skills in an enjoyable way.

Multiple Spud

The whole group practise their multiples by working through the list of multiples of a set number as a whole group in a competitive way whilst identifying misconceptions.

Activity detail

All learners stand behind their chair and place both handstogether in front of them almost like they were praying.
The teacher calls out a number. Learners then call out the nextmultiple of that number for example if the teacher calls out four,then the learners must call out eight, then twelve and so on.
There are however some criteria, the first is that learners are notallowed to say a multiple at the same time as anyone else, ifthey do they are knocked out so for example if three learners callout eight they are all knocked out irrespective of who said it first(this prevents learners from arguing about who said it first).

Second if a learners gets the multiple incorrect or they say a multiple in the wrong order then they are also knocked out.

When a learner calls out the correct multiple they are through tothe next round and move their hands to the side.
The learner who is last to call out a multiple is also knocked out(this prevents learners from waiting until the end to call out theirmultiple.)
When there are no learners left to call out and the last learner isknocked out then the teacher presents the next number and thelearners left in continue.
The game will progress until only two leaners are left, then it isthe showdown finale where the teacher presents the finalnumber and learners identify the next multiple of that numberone at a time until a mistake is made or the multiple is notidentified in time.

Extension

For all learners this hopper supports the teacher to pick up on misconceptions where learners identifies numbers they feel are multiples that are actually incorrect.

For higher ability groups teachers may ask for factors, or prime factors or squares or cubes instead of multiples or even types of polygons or quadrilaterals. To include a literacy elements the teacher may ask for keywords in a certain topic.

For lower ability groups teachers may control the size of the number being identified.

11s

A hopper activity that is used in many classes nationally for learners of all ages that always makes people laugh, even adults. This hopper activity is based on sequences and strategy.

Activity detail

All learners stand behind their chairs. A learners starts by sayingone number, two numbers of three starting with one andcounting. For example the first learners may say, one, one twoor one two three.
The next can again say one, two or three numbers. For exampleif the first learner said one, the second learner may say two, twothree or two three four.
This then moves to the next learner and continues until a learnerstops at ten, the next learner in line whom was due to dayeleven is knocked out of the game.
The game then starts again at one with the next learner in line.
This continues until all learners are knocked out and only tworemain for the showdown finale. Again the learners play until onefinishes at ten forcing the other to say eleven.

Extension

To extend the hopper a different number may be used, the teachermay even ask learners to identify a formula to work out how never to lose the hopper. It works well to help learners understand the number line to ask them to start below zero and even better to play minus eleven and ask them to count down. It helps to generate an understanding that numbers get larger as we move to the right and smaller as learners move to the left.

Make a number

Learners develop their understanding for place value by creating numbers given a set criteria.

Activity detail

The teacher asks learners to draw a set number of boxes justlarge enough to enter a number in each, the teacher chooses theamount of boxes
The teacher then identifies a set criteria such as create thelargest number possible, create the smallest number possible orget as close to 23 150 as you can.
Then one at a time the teacher calls out a number. Learnershave to place that number in one of their boxes before the nextnumber is called for example if the teacher asks for five boxes,states that the criteria is to make the largest possible numberand calls out a six then learners have to choose which box toplace it in.
The numbers will be between 0 and 9 and no number will berepeated.
This continues until all the numbers have been identified. Theteacher then asks what was the largest number? Who got thatnumber? What does the six represents in that number and so on.

Extension

For higher ability learners the teacher may place a decimal point within the boxes and ask learners to identify the probability that a particular number will appear.

For lower ability learners the number of boxes may be smaller.

Maths Olympics

With the upcoming London Olympics this hopper activity can be developed and adapted in many different ways. Learners compete against their peers in a variety of races using mathematical sequences.

Activity detail

The teacher asks learners to write a starter number in theirexercise book or equivalent for example 1.
The teacher then provides learners with a rule for example plus

The teacher five a name to the race such as the 100 metresprint.
Learners then have a set time (maximum time seems to be oneminute) to identify as many numbers in that sequence aspossible for example in this case the sequence would include 1,5, 9, 13, 17, 21, 25, 29, 33 and so on.
The learner that has the most numbers in the sequence in theset time is the winner of that race

Extension

For all learners a variety of races can be formed such as the 400 metres, the long jump, the steeple chase and so on. Rule specified by the teacher can include things such as start with a high number and subtract, start with a low number and multiple each time, include a subtraction and an addition, add the very next prime number each time. The variety of rule will determine the level of challenge for the learners.

Shopping List

Learners play around with numbers and letters to purchase items on a shopping list.

Activity detail

The teacher identifies letters and numbers on the board.

A = 1 B = 2 C = 3 D = 4 E = 5 F = 6 F = 7 and soon.

Learners then convert their name into numbers.
Learners add up all the numbers of their name.
Learners are provided with a formula to convert their numberinto money such as

Money = number x 2 + 7.

The teacher then places a shopping list on the board for a wholerange of items including play station three, hair gel, bar ofchocolate and so on. All items have the price attached.
The task for learners is to use their money to purchase items onthe shopping list.
The winner is the learner who has spent as much of their moneyas possible without going over their limit.
If more than one learner has spent all their money then thewinner is the learner who has purchased the most items.

Extension

For higher ability groups the items in the shopping lists may include prices with pounds and pence to include decimals in the working.

Also the numbers that represent the letters may include decimals.

The formula to convert the number to money may differ in challenge to include brackets and negatives.

For lower ability groups equation to convert the number to money may be removed and the items on the shopping list may include simple numbers to make addition more straight forward.

Maths Snake

Learners develop thinking skills by identifying a wide range of ways to make a target number using all functions.

Activity detail

Teacher asks learners to form a grid of a given size for example2x2, 3x3 and 4x4 (larger than 4x4 often takes too long.
Learners than fill in the boxes choosing from numbers between -30 to 30.
The teacher then identifies the target number.
Learners have use all possible functions to identify as many waysto make that target number using numbers from side of the gridto another side of the grid.

The winner is the learner whom identifies more valid routes tomake than their peers.

Extension

For all groups the size of the grid and the range of the numbers available to populate the grid may differ to meet the needs of the learners.

Addition Bingo (STRAND: Number Sense-Addition):

Pass out 4x4 grids to students (16 squares total). (Or, have students fold a piece of paper twice the hot dog way and twice the hamburger way.)

Instruct students to put down any numbers from 0 to 20 in each of the squares. The same number cannot be used more than once.

The instructor calls out addition problems from flash cards but does not say the answer. If the student has the answer on his or her card, the student marks out the box or places a marker on the number until there is a bingo. The instructor should write down the answers to the problems to make sure the winning students answered correctly.

Target = 21

3 4 -5

18 1 7

20 10 2

3 ÷ 1 = 3 x 7 =

Cross the Line (STRAND: Number Sense-computation):

Students line up facing the teacher. The teacher says, “Cross the line if____”. If the students agree, they cross to the line on the other side. If they do not agree, they stay put. For example, if the teacher says, “Cross the line if one plus one equals three,” students have to decide whether to cross or stay put. Any student who crosses when she shouldn’t (or fails to cross when she should) sits down. Continue until one person is left. As students are eliminated, make problems more challenging.

Hokey Pokey with Shapes (STRAND: Geometry):

Cut out basic shapes and laminate them (to use each year).

Students hold the shapes in one hand. Then, instead of singing put your "right hand in" students sing put the "red square in" or whatever shape and colour it is.

I’m Out! (STRAND: Number Sense-Subtraction):

This is a two-player game that requires a deck of cards (all face cards removed) and 15 markers (beans, paper clips, etc.) per player. Twenty cards are dealt to each player, face down.

(Variation: place the deck between players, each player draws a card.) Both players turn over their top card and find the difference between the two numbers. The player with the lower number pays the difference in markers to the other player. The game ends when all cards have been played or when one player has all the markers.

EXAMPLE: Player #1 turns up a 3 and player #2 a 5. Player one pays two markers (5 – 3 = 2) to player two.

Play continues until one player is out of markers and announces

“I’m out!”.

Stop or Go (STRAND: Number Sense-Addition):

For 2 or more students, one six-sided die needed for each group of players. The object of the game is to be the first player to reach a designated number of points (25, 50, 100). Player #1 rolls the die.

If a 1 is rolled, the player scores nothing and it’s the next player’s turn. If player #1 rolls other than a 1, the number is added to the player’s score. Player #1 continues until a 1 is rolled and play switches to player #2.

Find Ten (STRAND: Number Sense-Addition: Finding Tens):

A math game similar to Concentration. In this game, children try to make a ten by turning over combinations of cards that total ten.

You’ll need a deck of cards with face cards removed (aces = 1). Mix up the cards and place four rows of five cards face down between two players. (Three can also play or four in teams of two.) Taking turns, players turn over two cards. If the sum is ten, the player takes the cards and plays again. If the sum is less than ten, the player takes a third card. If the sum is greater than ten, the cards are replaced face down and that player’s turn is over. The game is over when no more tens can be made. The player with the most combinations of ten wins.

VARIATION: Use Jokers or face cards as wild cards.

Fingers (STRAND: Number Sense-Computational Fluency):

Students compete in groups of two for multiplication and subtraction but larger groups are okay for addition. For addition, students hold one hand behind their back and extend anything from 0 to 5 fingers. They reveal the number of fingers at a signal.

Whoever correctly states the sum of the fingers first wins the round.

For subtraction two players can extend any number of fingers on one or two hands. The first to state the difference wins the round.

For multiplication two players can extend any number of fingers on one or two hands. The first to state the product wins the round.

Mental Math I (STRAND: Number Sense-Computational

Fluency):

Great warm-up activity! Teacher needs to tailor the level of difficulty to the grade/ability level of the class. For a class of 5thgraders I might say, “Start with 5. Double it. Add 7, Subtract 9. Times 3.Divided by 6.Times 4. Raise your hand when you knowthe answer.” Over the course of the year I increase the speed and the complexity, sometimes including fractions or factorials. For primary grades I use only addition and subtraction.

Mental Math II (STRAND: Number Sense-Computational

Fluency):

First round: tell the kids, “I’ll say a number, you double it.” Start with easy numbers (4, 8, 13), work up to harder ones (45, 63, 79).

Zero and 1/2 are good ones also. Second round: “I’ll say a number, you double it and add one (or ten or . . .).” Third round: “I’ll say a number, you double it and subtract one (or however many). You can also reverse it: Add one, then double it or subtract one, then double it.

Mental Math III (STRAND: Number Sense-Computational

Fluency):

Similar to Mental Math 1, above, except that I give the answer and students make up a problem to fit it. For example: “The answer is

16 – give me two numbers.” After several responses, “Give me three numbers.” Then, three numbers and two different operations, then four numbers, four numbers with four three operations and so one. The next day, change the answer number.

Salute (STRAND: Number Sense-Addition/Multiplication):

The game can be played by four but three is best. The teacher or the players can determine whether it’s going to involve addition or multiplication. (Doesn’t work for division or subtraction.) Each group of three needs a deck of cards with 10s, Js, Qs and Ks removed.

One player is the judge. (Players can rotate after every turn or after a game.) Let’s say the game is addition. The judge gives each player a card, face down. When the judge says “Salute!” each player, without looking at his/her card, puts it up their forehead so the judge and the other player can see it. The judge then announces the sum (using that word) of the two numbers. The first player to correctly announce his/her own number wins the two cards. Game winner is the one with the most cards. So, if player A sees that Player B has a 7 and the judge announces the sum as 13,