Pom Pom Toss

Take your number of the same color pom-poms and take 5 steps from your hoop. Try to toss your pomp-poms into your hoop. How many landed inside the hoop? How many landed outside the hoop. Record
K.CC.4a / Counting the objects inside and out. Draw to record.
K.CC.4b / Orally listening to the students count. (Checklist)
K.CC.4c / Draw to record, than place numbers next to each pom-pom. o1 o2 o3 or have number cards that they place next to pom poms.
K.CC.5 / Count the objects, varying number of pom-poms. Draw a model, match a number card or write number. (Checklist)
K.CC.6 / Identify if there are more inside or more outside of the circle. (Checklist)
Advance – How many more or less?
K.CC.7 / Write the number when recording. Circle greatest in red, least in green.
K.OA.1 / Draw a model and be able to say 6 in the hoop, 3 outside of the hoop, 9 altogether.
Vary number of pom-poms.
K.OA.2 / Say the word problem orally and have children make the problem with the pom poms in hoop.
K.OA.3 / Use ten pom-poms, draw all the different representations in a book.
Draw model. Write equations.
1.OA.1 / Say the word problem orally and have children make the problem with the pom poms in hoop.
Draw model. Write equations.
Change numbers of pom-poms for differentiations.
1.OA.2 / Say the word problem orally, have children make the problem with the pom-poms.
Draw model. Write equations. Write story problem.
Change numbers of pom-poms for differentiations.
1.OA.3 / Complete activity and orally say addition and /or subtraction equations.
1.OA.4 / Friend says addition problem for representation and other friend has to say the subtraction problem.
1.OA.5 / Explain to friend how to figure out the math sentence. “I counted on 2”
1.OA.6 / Friend challenge: say or write the addition/subtraction problem that is represented in hoop.
1.OA.7 / Have number cards and =card. Make the children create the matching math sentence. Ask them to put the amount first, 5=2+3, put equations on both sides 2+3=3+2 THIS WILL TAKE A LOT OF MODELING! This could be extended by using two colors of pom poms or two hoops to use three numbers.
1.OA.8 / Play in pairs. Buddy can only tell friend how many in the hoop. Friend has to figure out a way to tell how many are out of hoop. Look to check answer.
“We started with 8; you said there were 4 in the hoop. If I count on 5,6,7,8. I know 4 are not in the hoop.” Or “I know 4+4 are doubles that equal 8, so 4 in and 4 out of hoop.”
1.NBT.2a / Throw over 20 mini pom poms. Group by ten and trade in for large pom pom.
1.NBT.2b / Use 2 large pom poms representing 10’s and 9 mini pom poms representing ones. Place 1 large pom pom in hoop and 1 outside of hoop, throw mini pom poms. Match number to inside and outside. Match number words.
1.NBT.2c / Only throw large pom poms. Count by tens to identify how many inside and outside hoop. Match up with number of groups of ten. 30 3 groups of ten because it will take ten mini pom poms to make 1 large pom.
1.NBT.3 / Throw 9 large and 9 mini pom poms. Identify how many in and out of hoop. Discuss There is more inside because 14 is more than 86. Make equations using >,<,=.
2.OA.1 / Say the word problem orally, have children make the problem with the pom-poms.
Draw model. Write equations. Write own story problem.
Change numbers of pom-poms for differentiations.
2.OA.2 / Challenge – who can say or write the addition or subtraction fact the quickest. If problems are different explain why. Example: 3+6=9 9-6=3 Are they both right? Why or why not?
2.OA.3 / The number in the hoop is even or odd? Show how you know that.
2.NBT.1a / Throw over 20 large and 20 mini pom poms. Group by ten and trade in for large pom poms. Group larger by tens trade in for jumbo. Write number.
2.NBT.1b / Use 9 jumbo, 9 large and 9 minis to throw. Understanding it takes 10 minis to make a large and 10 large to make a jumbo. What number is inside and outside.
2.NBT.3 / Follow the previous example, write number, number name and expanded form.
2. NBT. 4 / Throw 9 jumbo, 9 large and 9 mini pom poms. Identify how many in and out of hoop. Discuss There is more inside because 14 is more than 86. Make equations using >,<,=.
2.NBT.5 / Throw large and mini pom poms, roll a ,+,- die. Students must create the math equations that represent the model. (KEY- If they are subtracting they must know to put the larger number on top.
2.NBT.6 / Throw 9 large and mini pom poms, use up to three hoops. Add the amounts in hoop1, hoop 2, hoop 3 and outside.
2. NBT.7 / Throw jumbo, large and mini pom poms, roll a ,+,- die. Students must create the math equations that represent the model. (KEY- If they are subtracting they must know to put the larger number on top.
2.NBT.8 / One buddy is the inside number, one buddy is outside number. Throw jumbo, large, mini pom poms, roll a 100, 10 die. Mentally add +/-10 or +/-100 to their area. Explain orally, sometimes they may need to decompose and compose tens or hundred. Have extra pom poms if needed visual help.
2. NBT.9 / Complete 2.NBT.5 activity and explain it orally or in writing.


Build a Floor

The object of this game is t be first to complete a “floor” made from connecting cube trains lying side by side. Each train must be made from cubes of one or two colors (unless zero is rolled).
K- Roll one die, place that many cubes on your first train. Roll six times to make your six trains on your floor. The player with the most cubes win.
1st- Roll two dice (blue and red) to make your target number. Than make a train by placing that many blue and red cubes on your train. Continue to make trains until you make all the different combinations for your target number on your make your floor.
2- Roll two 8 sided dice, follow directions for 1st grade.
K.CC.4a
K.CC.6 / Roll a standard die and match number of cubes to dots on die, take turns with a partner and compare.
Compare more or less (mid year)
1. NBT.2 / Roll a die, add numbers together, model tens and ones, One color die is tens, one color die is ones.
1.NBT.2 / Use a partner to build the floor by taking turns rolling die. Model tens by adding until they get a 10. Ten connecting together a 10.
1.OA.4 / Roll two dice. That’s your target number. Then roll one die. Build a train. How many more cubes do you need to get to your target number? Build a train to get to your target number.
2.OA.4 / Roll one standard die, represent number of groups. Second standard dice represents number in group. Make an array as floor.


Face Off

K-2 / K- Each player places a marker on a playing board numbered square 1-6 (you can use number cards). Player A tosses the die and removes the marker from that number. Player B tosses the die and removes the marker from that number on their playing board. Play continues in this way until a player removes all of their markers.
1 or 2 - Each playing board can have number squares 2-20. The players can use 2 dices that they will need to add or subtract. (May need up to 8 sided dice or double dice)
K.OA.4 / -Use one die and take off matching objects. Use a number line for lower students
-Use two dice
-Put in a line of 10, If student rolls a 6, then they look to see how many more to get to ten.
-Students compare their number to each other. “6 is more than 2. I rolled 2 and I need 4 to get 6.”
1.OA.3 / Students will each have number cards 1-12 with object on each, roll 2 dice and solve either +/- depending on placement of frogs(counters). 1st to remove all his frogs (counters) wins the game.
Vocabulary / Student will use number words cards instead of number cards.
1.NBT.7 / Use 100 boards, Skip count by jumping frog (counter) according to what you roll. Do 2,5, 10’s. Roll a 4, means you skip count 4 times by 2, 4, 6, 8. Then roll again. Roll a 6 10,12,14, 15, 18, 20 so on.
2.OA.2 / Roll one die, roll the difference or sum, student will find the 2 numbers that complete the number sentence. Example: Roll a 6 - uncover 4 and 2 because 4 plus 2 equals 6.
2.OA.2 / Roll double dice, student either adds or subtracts and uncovers the answer.
2. NBT.3 / Line up 2 digit numbers, roll dice, move counter that many spaces. Student will use base ten blocks to create number.


Pig

K-2 / K- Each player has a die. Place 30 counters in a pile in the middle.
Player one rolls the die and takes that amount of counters out. Next player does the same. The player who is able to take the last counter exactly wins.
1 or 2 - The goal of Pig is to be the first player to get to 100 (or a small/larger number).
The first player rolls the dice, calculates the sum (manipulatives/mentally/on paper/100 board/calculator), then rolls again if he or she wants to. The next sum is added to the first. The player can roll as often as s/he wants to before play goes to the next turn. However... if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0 for that round. The play goes to the next player.
Worse still, if a 1 comes up on both of the dice, the turn ends and the player's entire total falls to 0.
Lead a class discussion about strategies used in Pig and how opponents need to be able to use mental math to check that the roller is playing fairly.
K.CC.3
K.CC.4a / Roll a standard dice with dots
Move to a numeral die or number cards
Move to 2 dice for advanced students
Put objects on a ten frame and decide how many more they need to make 10-record in journal.
1.OA.3 / Start with 100, then subtract your rolled number by counting down. Students may use 100 board.
1.NBT.4 / Start with 100, use a +/- die to roll and add or subtract by 10’s
1.NBT.2x / +/- 2 or 5 or 10 skip counting die. Start with 50. Roll die to practice counting by 2, 5, 10’s.
2.NBT.5 / Roll dice, determine largest number, use counters and add up to 100 to see the missing addends.


Scale vs. Number Balance

K-2 / K- Roll a blue dice and a white dice. Pick that many blue unfix cubes and that many white unfix cubes in one side of the scale. On the other side of the scale add one unfix cube at a time until both sides are equal.
1- Same as above, make the same equation on the number balance. Write the equations.
2 – Make a different combination for the other side of the scale and number balance.
K / Use standard dice, number cards with dots and numerals.
Put different amounts on each side based on roll of dice and then compare that more will weigh more
How many cubes does an object weigh
Record in journal
Solve addition problems
Put 10 on one side and roll the dice, put that many on the other side. How many more to equal 10?
1.OA.4 / Missing addends number cards. 7 + __= 11
Student figures out missing addends by using number balance.
1.OA.7 / Balancing equations 5+3= 6+2
Roll dice to find a sum. Student figure out 2 different ways to make that sum.
1.NBT.3 / Compare greater and less than. 6+6 < 8+8
Use bucket scales too!
2.OA.2 / Fact families using different colored cubes
2.NBT.1 / Use base ten blocks. Roll 2 dice add together to put one on one side of balance and use other side to make number a different way (tens and one)


Pebbles

K-2 / Explore the pebbles and come up with as many different activities as you can.
K.MD.3 / Give students pebbles to explore they will naturally sort them
Put numbers 1-10 on pebbles, order numbers, match number to objects.
Put pebbles in line (by color) and compare greater than /less than
Put them in line by color and record on a graph.
Use pebbled to create shapes
Use pebbles to measure various objects by length and weight.
1.NBT.1 / Start at any number and count on.
1.MD.1 / Use to measure nonstandard units
1.NBT.3 / Compare <,>,+ using fish with symbols on them,
1.OA.3 / Compare addition/subtraction to determine <,>,= by pulling 4 pebbles 2+2=4 < 4+2=6
2.NBT.2 / Skip counting using groups of pebbles
2.NBT.4 / Compare and order 3 digit numbers
2.NBT.8 / Choose 3 digit numbered pebble roll (+10,-10, +100, -100 die) determine number.


Krypto

3-5 / Play with a deck of 52 cards. Three each of the numbers 1 to 10, two each of the numbers 11-17, and one each of the numbers 18-25. In the center of the table, deal five playing cards, number side up. Then turn over a sixth card which is the Target Card. Each player will add, subtract, multiply, or divide using each of the numbers on the five playing cards. Fractions, decimals, negative numbers, roots, and exponents are not permitted. Each card must be used once and only once to obtain a final solution equal to the number on the Target Card.
3.OA.1
3.OA.2
3.OA.3
3.OA.4
3.OA.7 / Play just as it is intended
3.OA.5 / Have the student make the equation several ways. Compare their equation to a buddy and explain how both are right.
3.OA.6 / Allow the students to use the numbers to make two digit number.
3.NBT.2 / Allow students to use two or three cards to make target cards. Work together with all number cards to make addition or subtraction equation.
4.OA.1 / Play just as it is intended
4.NBT.4 / Allow students to use the numbers to make two or three digit number.
Use 6 or 8 cards each.
Make the target number a two digit number by pulling two cards
5.OA.1
5.OA.2 / Use of parentheses

Number Dilemma

3-5 / Use four sets of 0-9 cards. Turn over 5 numeral cards from the top of the stack.
Make 10 different numbers using the cards.
Record each number you make and put them in order from least to greatest.
3rd- make two or three digit numbers round to nearest 10,100
4th- Write equations using <,>,=
5th – Use a counter as a decimal point to make decimals
3.NBT.1 / Rounding numbers to the nearest 10 or 100.
3.OA.9 / Identify arithmetic patterns and explain using properties of operations
4.NBT.2 / Write equations using < ,<.,=
4.NBT.3 / Rounding/Place value/ making numbers greatest, least
4.NBT.4 / Multiplying numbers.
5.NBT.3b / Compare decimals
5.NBT.2 / Multiply by 10
5.NBT.4 / Round decimals
5.NBT.7 / Add, subtract, multiply or divide


Slice It Up