Booklet PackB

8/10/2019 Booklet PackB

1/20

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Dr Paul Swans

Maths Games

Check Sheets, Recording Sheets and

Teachers Notes

Pack B

Coin Collector

Fraction Action

Get In Shape

Stop The Clock

WRITTEN BY DR PAUL SWAN


2/20

www.abacused.com.au

CONTENTS

Coin Collector Teachers Notes 2-4

Fraction Action Check Sheet 5

Teachers Notes 6,7

Get In Shape Check Sheets 8-10

Recording Sheets 11,12 Teachers Notes 13

Stop The Clock Check Sheets 14-16

Recording Sheet 17

Teachers Notes 18

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Coin CollectorTEACHERS NOTES 1/3

Aim

Students need to collect money to reach the highest total to win the game. When students rst play the

game they aim to collect as many coins as possible. Later they realise that you may collect less coins if thecoins are of a higher value.

The alternative route at the bottom right of the board was added after the initial trialling of the game toemphasise this idea and to encourage some risk taking. The alterative route allows the students to collectgold coins, however, they run the risk of landing on the halve your money spot.

Extra Materials

You will need a collection of mixed coins. The coins may be kept in a container and one player thedesignated banker should be placed in charge of monitoring money that is taken from the bank. Later

if exchanges are allowed the banker should carefully monitor the exchanges, that is, ten 10c coins areexchanged to $1.

If players are expected to keep a running record of the game each player will need to create a table torecord the money they collect or give back each turn and the running total.

Prior Knowledge

Students need to recognise coins and be able to write their values in symbols.

Students need to be able to count a collection of coins (same denomination, mixed denominations).

Language

Include a variety of words; bank account, bank balance, coins, notes, purse, wallet.

See pp. 16 & 17 of Swan, P., & Marshall, L. (2009). Money Matters:A teachers handbook for developing moneyconcepts.Perth: RIC Publications.

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Money

In

Money

Out

Running

Total

50c 50c

20c 70c

$1 $1.70

10c $1.80

Halve 90c


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The symbol for cents in Australia is a lower case c. The symbol for Australian dollars is an upper case S,with a single vertical line through it $. When writing amounts of money there is no space between the

number and the cents symbol, that is 20c, NOT 20 c. You nevermix the symbols eg $1.50c

Some Strategies For Working With Money

Students may need help when they rst encounter the following.

Double Your Money

Some students will not be sure how to double their money. Use coins to explain some ways of doublingthe money. For example, if a player has collected $2, $1, $1, 50c, 20c, 20c, 10c and 10c ($5.30) that playermay simply collect/match the same number of coins and then count them ($10.60). Ideally the studentswould exchange the coinsfor the leastnumber of coins beforecounting.

Some students may perform the calculation mentally, doubling the money ($5.30) in two parts, double 30cto make 60c and double $5 to make $10 total to make $10.60

Halve Your Money

It is impossible to halve 5c using actual coins so if a students has collected an amount such as $2.65instruct the student(s) to forget about the 5c and halve the $2.60. Some students may be able to calculatehalf of $2.60 but may experience trouble with $5.70. If a student cannot calculate half of $2.60 mentally oron paper a student may exchange coins so there are an even number of coins. For example, $2, 20c, 20c,20c, becomes $1, $1, 10c, 10c, 10c, 10c, 10c, 10c. Now one of the dollar coins and three of the 10c coinsmay be returned to the bank. If a student had $2, 50c and 10c, then some different exchanges would need

to take place in order to halve the coins.

Give $1 To Each Other Player

Should a player not have enough money to pay, then a loan may be arranged from the bank. A recordshould be kept and the loan paid back as soon as possible. This would provide an opportunity to discussthe payment on interest and the need to pay back borrowed money in a timely manner.

Include strategies for counting mixed sets of coins:

Group coins of the same denomination together and count each group

Exchange groups of coins for equivalent coins of higher denominations.

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Assessment

Observe how the students count their coins (if using coins)

Do they separate the coins and then add coins of like denominations?

Do they touch each coin as they count?

Do they count to milestones such as $1?

Observe how they double or halve their collection of coins

If students are encouraged to write down how much money they collect each turn and keep a cumulative

total these calculations may be checked. One student the banker can check each time a calculation ismade using a calculator. Note that some students can become a little confused when a calculator shows1.5 instead of 1.50.

If exchanging is allowed (see variation below) then observe how students exchange coins, for example ten20c coins exchanged to $2. When totalling the amount collected allow exchanging to take place wherevarious coins are traded for larger coins, for example, 6 x 5c coins and 2 x 10c coins may be traded for a50c coin.

Differentiating The Curriculum

Initially students might be given coins to literally collect as they move around the board. Later the students

can be encouraged to write down the amounts they collect and keep a cumulative total.

Variations

Allow students to go to the Bank and back home again (They will need to ignore the green arrow on thereturn trip). This will increase the time taken to play the game and the amount of money collected.

Start at the Bank with a set amount of money (eg $10 or $20) and subtract amounts until reaching home.The player who has spent the least, that is, the player with the most money left is the winner.

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Equivalent fractions are shown in the order they appear on the track.

Spinner

1/3 3/9 2/6 33/99 6/181/4 3/12 2/8 4/16 5/20

1/5 2/10 5/25 4/20 7/351/8 3/24 2/16 6/48 4/321/10 5/50 3/30 2/20 6/602/3 10/15 4/6 8/12 12/183/4 9/12 6/8 12/16 15/204/5 12/15 8/10 24/30 28/355/8 25/40 20/32 15/24 30/481/2

4/8 50/100 15/30 5/10

FRACTION ACTIONCHECK SHEET

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Fraction ActionTEACHERS NOTES 1/2

Aim

To identify and match equivalent fractions

Prior Knowledge

Students will need to recognise unit fractions and other proper fractions in different (equivalent) forms, eg

1/2 = 2/4 = 3/6.

Prior to playing the game students will need to be given the opportunity to partition rectangular regions(1 one) into equal-sized parts. For example 3 fths may be shown as:

Where possible link the region model, fraction name and symbol 3/5.

The same idea may be extended to more than 1 one (2 ones) to link 1 3/4 (a mixed numeral) and 7/4 (animproper fraction)

Renaming fractions 1 and 3 fourths, 1 3/4, and 7/4 may then be extended to equivalent fractions, that is, 3/5is the same as 6/10 , 9/15 and so on. Later links to decimals may be made 0.6

Paper folding may be used to help students understand that two fractions are equivalent. A rectangle maybe folded in fourths. If three of the equal parts are shaded the fraction 3 fourths is depicted.

Folding the rectangle in two lengthwise, creates the equivalent fraction 6 eighths.

You can fold the paper in half again to show 12 sixteenths, however care should be taken that students arenot given the impression that doubling is required. It is a good idea to begin with another piece of paperfolded and shaded to show 3 fourths and then fold it in three lengthwise to show 9 twelfths.

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Fraction ActionTEACHERS NOTES 2/2

The idea of renaming fractions (or equivalent fractions), will be used later when comparing fractions andwhen adding and subtracting fractions.

Language

Equivalent fractions: Fractions that name the same number.

Numerator: The number above the fraction line (vinculum). Tells how many of the named fraction are

being considered.

Denominator: The number bellow the fraction line that indicates the fraction name.

A unit fraction: a fraction where the numerator is one

A proper fraction: a fraction where the numerator is smaller than the denominator, eg 2/5

An improper fraction: where the numerator is larger the denominator eg 5/3

Assessment

One player takes on the role of judge (checker) and uses the check sheet to monitor the moves made byeach of the players.

Pose the task of showing that two fractions (from the playing board) are equivalent using a diagram, paperfolding or manipulative materials. For example, prove that 1/2 and 3/6 are equivalent fractions.

Differentiation/Variation

Two different spinners one based on shaded rectangular regions and one involving numbers are provided.

A third spinner, where the fraction names are written in words may be downloaded and used. (See nextpage)

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Equilateral Triangle(Regular)

Regular Pentagon

(Convex)

Regular Octagon

(Convex)

Irregular Hexagon

(Concave)

Rectangle

(Oblong)

Trapezium

(Isosceles Trapezium)

Scalene Triangle

(Right angle)

Regular Hexagon

(Convex)

Equilateral Triangle

(Regular)

Irregular Pentagon

(Concave)

Scalene Triangle

(Obtuse angle)

Triangles

Pentagons

Octagons

Hexagons

Quadrilaterals

Quadrilaterals

Triangles

Hexagons

Triangles

Pentagons

Triangles

Shape Best Name Family of Shapes

GET IN SHAPECHECK SHEET - A

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Irregular Octagon

(Concave)

Square

(Regular Quadrilateral)

Irregular Pentagon

(Concave)

Isosceles Triangle

(Right angle)

Regular Hexagon

(Convex)

Trapezium

Isosceles Triangle

Square

(Not Diamond)

Irregular Hexagon(Concave)

Regular Pentagon

Octagons

Quadrilaterals

Pentagons

Triangles

Hexagons

Quadrilaterals

Triangles

Quadrilaterals

Hexagons

Pentagons


GET IN SHAPECHECK SHEET - B

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GET IN SHAPECHECK SHEET - C

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Parallelogram

Regular Octagon

Scalene Triangle

(Right angle)

Rhombus

(Not Diamond)

Isosceles Triangle

Kite

Irregular Octagon

(Concave)

Irregular Hexagon

(Concave)

Irregular Pentagon

Scalene Triangle

(Obtuse)

Rectangle

(Oblong)

Irregular Octagon

(Concave)

Quadrilaterals

Octagons

Triangles

Quadrilaterals

Triangles

Quadrilaterals

Octagons

Hexagons

Pentagons

Triangles

Quadrilaterals

Octagons


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GET IN SHAPERECORDING SHEET A (one per player)

Name: ______________________ Date: ____________________

SHAPE REGULAR NAME PICTURE IRREGULAR NAME PICTURE

TRIANGLE

QUADRILATERAL

PENTAGON

HEXAGON

OCTAGON

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GET IN SHAPERECORDING SHEET B

Date: ____________________

Player 1:________________________

Player 2:________________________

Player 3:________________________

Player 4:________________________

Correctly name the shape and draw it.

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Get In ShapeTEACHERS NOTES

Aim

To collect various combinations of shapes; in the rst instance a regular and irregular version of each

shape.

Prior Knowledge

The students will need to know the names and properties of the different types of triangles, quadrilaterals,pentagons, hexagons and octagons and be able to recognise them in different orientations. These are listedon the check sheets that accompany the game.

This game is designed to help students recognise shapes other than the stereotypical regular versions of shapes.

Students will also need to recognise shapes shown in different orientations.Some students refer to trianglesand upside down triangles when the triangle is shown with the vertex facing down.

Language

To gain the most from playing the game students will need to understand the properties of shapes liketriangles and quadrilaterals and how they impact on the name of the shape. For example triangles may benamed by: side length angle size, or both.

Note that the only regular triangle is the equilateral triangle,where all sides are equal (the same length and

the angles are all the same size (60). The only regular quadrilateral is a square.

Concave shapes: those that cave inwards.Convex shapes: those that curve outwards. Both are featured on the board. The star shape below is anexample of a concave octagon

Assessment

One player is designated as the Gym Instructor and uses the Get in Shape check sheets to monitorprogress in the game.The recording sheet may be collected after the game.

Variations

Instead of focusing on regular and irregular shapes students could be instructed that they need to collectone of each type of triangle (or quadrilateral) and one of each type of other shape.

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1:15

Digital Analogue Digital Analogue

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STOP THE CLOCKCHECK SHEET - A

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STOP THE CLOCKCHECK SHEET - C

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The winner is the first player to record a time for each hour of the clock.

Once you have landed on at least one time for each hour you call out Stop the clock.

This recording sheet is designed to be used with the Stop The Clock. It may be freely copied in schools that have purchased

the game for the purpose of recording the progress of the game.

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STOP THE CLOCKRECORDING SHEET

Name: ______________________ Date:____________________

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Stop The ClockTEACHERS NOTES

Aim

To collect a time for each hour 1 12.

Prior Knowledge

Students will need to be able to read time on analogue and digital clocks in 5 minute intervals.

Students will need to recognise analogue time as depicted on different types of clocks, eg Roman numerals.Different clock faces have been deliberately used throughout the board.

Language

Students need to be taught that time may be read in different forms. For example, 9:15 may be read asnine fteen or quarter past nine. Likewise 9:25 may be read as nine twenty ve or twenty-ve minutes

past nine. Some students experience confusion when reading times such as 9:40 which may be read asnine forty or twenty to ten as one statement involves focusing on nine, the other ten.

When reading an analogue clock remember to point out that the hour hand moves as well as the minutehand, that is at half past eight the hour hand should be half way between eight and nine. The minute handwill be pointing at six. Use a geared clock to demonstrate this.

Various time related phrases are featured on the board such as wasting time, time ies, no time towaste. Time related phrases may be discussed along with their meaning. For example, what does it meanto save time?

Note that when writing digital time a colon should be used to separate the hour and minutes, that is 9:15rather than 9.15

Assessment

One player takes on the role of checker and is given three check sheets so that players may be monitoredwhile playing the game. Each player is given a recording sheet. These recording sheets may be collected andmarked.

Most students will have little trouble reading digital clocks, however they may experience difcultly whenreading analogue clock faces, especially those that use Roman numerals or show only the 12, 3, 6 and 9

positions. Watch for any students struggling with this. Students need to read aloud the clock time for thespot on which they land.

As mentioned earlier times such as 9:40 tend to cause difculty. Listen as students state times such as this.

Watch for any students who land on Wait a minute. This is the only cell on the board that involves timingan event for a set period. Students will need to look at the classroom clock or use a stopwatch or sandtimer to measure one minute.

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OTHER GAMES BY

DR PAUL SWAN

Pack A

Division Decision

Pitstop

Space Race - AdditionTreasure Trove

Booklet PackB

Documents

Transcript of Booklet PackB