Skills Targeted: Writing Numerals, Addings 10s

Materials Needed: This worksheet

In this activity, you hand the student this worksheet and have them draw cookies with a certain number of chips and add 10 chips to whatever amount they had.

If you do not have time to print out the worksheet, feel free to use the whiteboards available at reading team. You can ask them to draw cookies on the whiteboard and then draw a new one with 10 more. Ask them to predict how many chips the new cookies will have.

Skills Targeted: Recognizing Numerals

Materials Needed: Any number of objects so long as they have a different color on each side.

Follow these instructions:

1. Have a fixed number of beans in your hands.

2. Toss them out in front of the students.

3. Have the students say the total number of beans, number of one color, and number of the other color.

4. Gather the beans and toss the same amount again. Hopefully they get that the total remains the same but that there are different numbers of the two colors each time.

Skills Tested: Counting

Materials Needed: None

Ask the children to bend to one side two times, counting silently. Then, bend to the other side, counting aloud from three to six. THe cycle is repeated over again with children biting their tongues so the first two beats are silent.

Repeat with the total -- six -- constant, but a different number of silent counts.

Skills Tested: Counting

Materials Needed: 20 small counters, 10 in each of 2 colors for each group, 1 die per team, 1 cup per team, and the game board.

Directions:

1. Decide which team goes first. The other team chooses the color of counters for each team.

2. Each team begins with ten counters of the same color.

3. On each turn, roll the die and choose a counter to move. Count forward the number of spaces shown on the die. As one team member moves the counter, the other says the numbers on the spaces aloud. If there is another counter of either color on the number at which you finish, put that counter into your cup and leave your counter in that space.

4. If your move ends in 10, put your counter into your coup. If your counter gets to 20, put it into your cup.

5. The game ends when one of the teams does not have any counters to move.

6. The team with the most counters in its cup wins.

Skills Tested: Basic addition and subtraction

Materials Tested: The following worksheet if you don't have the time to make a picture yourself.

Directions: Print out the worksheet corresponding to addition or subtraction, depending on what works best for you. Have students fill in the empty spaces by completing the addition or subtraction task, matching the number to the color on the guide.

Skills Tested: Counting

Materials Needed: Five or six blocks and a piece of paper per student. Marbles or buttons can be used instead of blocks. Blocks are available at Reading Team.

Directions: 

1. Ask the children to put five blocks on their papers.

2. Then, tell them to use one hand to cover up two of the blocks.

3. Now say "Watch me say how many are under my hand -- twoooo, three, four, five. Again, twoooo, three, four, five. Now you try it."

4. When the students can do this successfully, ask them to cover up three blocks with one hand and then count.

Skills Tested: Pattern recognition

Materials Needed: Board and markers (provided by Reading Team)

Directions:

1. Draw a line of dots on the board.

2. Make a pattern connecting the dots using things like an up arch, down arch, or a straight line.

3. Ask the students to describe the pattern to you.

4. Have the students recreate the pattern using colored cubes. For example, red could be an up arch and blue could be a straight line.

5. Have the students compare their patterns.

6. Have the students make one long pattern by combining all their cubes.

Skills Tested: Counting forward, addition, subtraction

Materials Needed: Any of the following worksheets

Directions: Print out any number of the worksheets and hand them to the students to work on.

Skills Tested: Adding doubles.

Materials Needed: Set of dominoes and pieces of paper

Directions: 

1. Spread out dominoes and ask students if they see any doubles (i.e. dominoes with the same number of dots on each side).

2. Pick out one and then write a number sentence on the paper, e.g. 3 + 3 = 6.

3. Explain that this means 6 is the double of 3.

4. Ask the students to identify other doubles and write number sentences.

Skills Tested: Counting, recognizing numerals

Materials Needed: This board, something to mark positions on the board (a coin, beans, or anything), and a dice. Please also download this sheet (with instructions).

Directions:

1. Each of the two players chooses one of the sides: either the red or the green.

2. Place the marker on the number 5. 

3. At every player's turn, roll the die. The player can then move the marker in his/her direction and then pass the dice. The following player will have to rolle the dice again and move towards his/her direction, but now starting at the previous tile (not necessarily 5).

As an example, say Bob chooses green, while Alice chooses red. On Bob's turn, he rolls the dice and gets a 4. He then moves from 5 to 9 (towards the green). On Alice's turn, she gets a 6. She then moves from 9 towards 3 (towards the red). Then, it proceeds like this. If a player ends on his/her side, they win!

This is a multi-week task as the students will likely make their own "rekenrek" first and then you can play various activities in the subsequent weeks. Please see this google document for ideas and specifics. 

Skills Tested: Addition

Materials Needed: Two die and this sheet.

Directions:

1. Have the students roll two dice.

2. The students should then add the numbers they roll.

3. Once they add the two numbers, they should mark down the number in the appropriate column on the sheet.

4. The game ends once a column is entirely filled.

Skills Tested: Place value and addition

Materials: A ten frame

N.B. The ten frame sheet to be printed should be its own separate document and link.

Directions: For a full list of games, please look at this google document.

Skills Tested: Recognize numerals, addition

Materials Needed: Deck of cards numbered 0 - 10 with 4 wild cards.

Directions: The object of the game is to turn over and collect combinations of cards that total 10.

1. Arrange the cards face down in four rows of five cards. Place the rest of the deck face down in a pile.

2. Take turns. On a turn, turn over one card and then another. A wild card can be made into any number. If the total is less than 10, turn over another card. If the total is more than 10, your turn is over and the cards are turned face down in the same place. If the total is 10, take the cards and replace them with cards from the deck. You get another turn.

3. Place each of your card combinations of 10 in separate piles so they don't get mixed up.

4. The game is over when no more 10s can be made. 

5. At the end of the game, make a list of the number combinations for 10 that you made.

Skills Tested: Place values, addition, types of facts

Materials Needed: Unifix cubes (example shown on the left). Boxes of these are available at Reading Team.

Directions: There are multiple games that can be played with this, all explained in this google document.

Skills Tested: Subtraction, Collaboration, Math Logic

Materials Needed: 

1. A set of Name That Number cards for each group (Easy, Medium, Hard)

2. Whiteboards and markers available at the Reading Team

Directions: The goal is to use the clues to find the mystery number.

1. Work as a team of three puzzle solvers.

2. Place the clues facedown. Each solver randomly takes two of the clues.

3. Decide how to share the clues.

4. Work together, read the clues as many times as necessary, and talk about what you know. Try to find the number that fits all the clues.

5. When you think you have the solution, read the clues again to check.

Variations:

1. Have solvers show their clues one at a time, without talking or gesturing. After all the clues have been shown, each solver may rearrange the order of one of the clues. Through eye contact, rather than talking, solvers communicate that they think they have a solution. Solvers may then talk to check the clues.

2. If you choose to make your own Name That Number cards, you could create examples that would result in two or four numbers that met all criteria and change the question to What are the numbers?

3. Have groups record their thinking of how they used their clues to figure out the puzzle. They may use number lines to record their steps, for example.

Adapted from "Well Played" by Dacey et al.