TCM 13433-13445 i4722 Gameboards K-2...Once you run out of cards, shuﬄ e the discard pile. Th en,...

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GameCards

ENTERENTER

#13433 (i4724)—Kids Learn Mathematics Games, K–2 Activity Guide © Teacher Created Materials14

Party TimeWhat You Need • Party Time game board

• Party Time game cards

• spinner (Divide the spinner into 8 parts and write the

numbers 1–8 on it.)

• game markers (one pattern per player)

• pencils and paper

Object of the Game • Be the fi rst player to get your party items and bring them to the party.

Setting Up the Game • Place the game board in the middle of all the players.

• Shuffl e the 18 cards. Place them facedown on the board where it says Game Cards. Make sure

that everyone can reach the pile.

• Each player picks a party item. Place a game marker on a pink arrow below that item.

How to Play the Game • Th e oldest player goes fi rst. Th en, play goes around the board to the left.

• For each turn, draw the top card from the deck.

• Follow the directions on the card. You will have to create a math problem.

• Everyone solves the problem.

• Compare your answers. Decide who solved the problem correctly.

• If you solved the problem correctly, move forward one space. You have to go up to your party

item. Th en, you have to go back down to your pink arrow.

• Place the card in a discard pile. Once you run out of cards, shuffl e the discard pile. Th en, use the

cards again.

How to Win the Game • To win, it has to be your turn.

• Once you land on your pink arrow with your party item, you have to solve the problem below.

Spin two times. Create two one-digit numbers. Find the sum of the numbers.

Have your friends check your answer. If you get it correct, you win!

Game Instructions

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© Teacher Created Materials #13433 (i4724)—Kids Learn Mathematics Games, K–2 Activity Guide 15

Vamos de fiestaQué necesitas • tablero del juego Vamos de fiesta

• cartas del juego Vamos de fi esta

• ruleta (Divide la ruleta en 8 partes y escribe los

números 1–8 en ella.)

• marcadores del juego (un patrón por cada jugador)

• lápices y papel

Objeto del juego • Ser el primer jugador en obtener sus artículos de fiesta y traerlas a la fiesta.

Montar el juego • Coloca el tablero de juego en medio de todos los jugadores

• Baraja las 18 cartas. Colócalas boca abajo en el tablero donde dice Cartas del juego. Asegúrate de

que todos puedan alcanzar la pila

• Cada jugador escoge un artículo de fiesta. Coloca un marcador de juego en una flecha rosa debajo

de esa cosa.

Cómo jugar • El jugador de mayor edad va primero. Luego, el juego sigue alrededor del tablero a la izquierda.

• Para cada turno, el jugador saca la carta de arriba de la baraja.

• Hay que seguir las instrucciones en la carta y crear un problema de matemáticas.

• Todos resuelven el problema.

• Los jugadores comparan sus respuestas entre sí y deciden quiénes resolvieron el problema

correctamente.

• Los jugadores que resuelvan el problema correctamente se mueven hacia adelante un espacio. Hay

que llegar hasta el artículo de fiesta. Luego hay que regresar a la flecha rosa.

• Coloca la carta en una pila de cartas descartadas. Una vez que se acaben las cartas, se baraja la

pila de cartas descartadas y las cartas se usan de nuevo.

Cómo ganar el juego • Sólo se puede ganar en tu turno.

• Una vez que un jugador llegue a su flecha rosa con su artículo de fiesta, tiene que resolver el

siguiente problema. Gira dos veces. Crea dos números de un dígito. Encuentra la suma de

los números. Haz que tus amigos verifiquen tu repuesta. Si resuelves el problema correctamente,

¡ganas!

Game Instructions (cont.)

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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Research About Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5How to Use Th is Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Using the Computer Games CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Diff erentiating the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Standards Correlations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Game Instructions (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Party Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Vamos de fiesta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Leaves for Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Hojas para almuerzo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Art Contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Concurso de arte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19A Day at the Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Un día en el parque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Chocolate Chip Cookie Factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Fábrica de galletas con chocolate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Fishing Charter Boats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Botes para pescar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Carnival Game Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Juegos de carnaval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Ducks in the Pond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Los patos del estanque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Contents of the Resource CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Table of Contents


Welcome to Kids Learn Mathematics Games. In this kit you will fi nd everything you need to provide

fun, educational games for students to practice mathematics skills. Th is kit provides eight diff erent

games for students to play, with each one focusing on a diff erent skill to improve overall mathematics

success. All of the games are standards based, which means they were written with the mathematics

standards for grades kindergarten through grade two. Each game has been designed for play with up

to four players. Not only are there eight diff erent games, but there are four copies of each game so that

many students can play at the same time. And, the Computer Games CD contains even more games

to play! Th is CD has four additional games for students. All of the games have directions that are easy

to follow, and the directions are provided both in English and Spanish. Th e directions are printed here

in this book (you can copy them for students if you wish and/or read the directions aloud to students).

Th e directions can also be printed from the Resource CD. Furthermore, the directions are printed

right on the back of the game boards, so that students can read the directions as a group before they

start playing the games.

We’ve made the games easy for storing—we know how busy you are! Each game comes with its own

envelope to store all of the game pieces. Stickers are provided to place on each envelope to help you

(and the students) know just what is needed for that game. Th e stickers are color-coded, with one

color for each game, so that it is easy for you to see which games you are choosing from the kit.

All you need to do is assemble each game with the easy-to-follow instructions available on page 8.

Once set up, the games are ready for your students to play. Our goal is to provide your students with

an engaging way to learn the skills they need to be successful in school. We think learning should be

fun, and we want your students to enjoy learning!

—Teacher Created Materials

Introduction


How To Use This Kit

OverviewEach kit contains the following:

8 game boards (4 copies of each) game cards (4 sets, one for each game)

game markers

envelopes and stickers to assemble the games

Activity Guide

Computer Games CD Resource CD

i4723—Kids Learn Mathematics Games K–2, Punchouts

© Teacher Created Materials

Fishing Charter Boats Question

1


4


7


2


5


8


3


6


9

Fishing Charter Boats Game Cards

Set 4

Which was the least popular game?Game

Tallybingo

go fi shcheckerschess

l l ll l l l l l l l ll l l l l l l ll l l l

Which was the least popular sport? How many groups of

3 are shown below?

How many regular shapes are below?

Solve. 85 + 27 =

How many hundreds are in the number 783?

How long is this straw?

Each picture represents 9 animals. How many

monkeys are at the zoo?

How much time has passed? Start Time Stop Time



A Day in the Park

1

A Day in the Park

4

A Day in the Park

7

A Day in the Park

2

A Day in the Park

5

A Day in the Park

8

A Day in the Park

3

A Day in the Park

6

A Day in the Park

9

A Day in the Park Game Cards

Set 3

Mindy left for her morning

walk at 9:00. She walked

until 11:00. How many

hours did she walk?

How many more

monkeys are at the

zoo than zebras?

How many people

voted for green as

their favorite color?

Favorite Colors

Color Votes

yellow IIII IIII IIII IIII

blue IIII IIII I

green IIII IIII III

orange IIII II

Who likes math and art?

likes math likes art

DominicJosé

Ming

Vanessa

Jun

Tyre

Who caught the least

number of fish?Draw the correct

tallies for Javier.

Homework Log

Students Assignments

Dwayne 10

Alicia 8

Javier 12

Eva 14

How many inches of

snow fell on Friday?

Which plant grew

the least?How many people

like cake?

likes cake likes peanuts

Tanvi

Chen

Genny

Leah

José

Maria




Set 4


10


13


16


11


14


17


12


15


18

Nate has 2 cats, 3 dogs, and 5 rabbits. What fraction of his pets are rabbits?

How many sunny days were there altogether?

Write the numeral that means five hundreds, one

ten, and seven ones.

What would the other side of the dotted line look like to make the design symmetrical?

What fraction of the shapes are not triangles?

The container is half full. How many more cubes are needed to fill the container?

How many corners does a pyramid have?

What is the largest number you can make using the numbers 5, 7, and 8?

Marisol earned 133 points in a math game. Jade had 274 points. Taye had 89 points. Nori

had 176 points. Who had the highest total?

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Game

CardsENTERENTER

Finish

Start

Leav

esfor

Lunch

Leav

esfor

Lunch

Leav

esfor

Lunch

1

245

3

51

3

124

3

6

1

3

4

2

454

3

2

2

5

132

4

63

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start

i4722

OneSide

TwoCorners

FOURSIDES

FOURCORNERS

OneSide Two

Sides

FOURSIDES

BrokenBrush!

Lose aTurn

FOURCORNERS

OneSide

OneCorner

OneSide

TwoSides

ThreeCorners

OneCorner

TwoSides

OneSide

TwoCorners

TwoSides

OneCornerOne

Side

TwoSides

FINISHTwoSides

FOURCORNERS

FOURSIDES

START

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2

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21

3

2

21

3

3

i472

2

FIRST HOUR

SECO

ND

HO

UR

THIRD HOUR

FO

UR

TH

HO

UR

FIFTH HOUR

SIX

TH

HO

UR

3 m

in.

5 m

in.

8 m

in.

10 m

in.

15 m

in.12 m

in.7 min.2 min.

2 min.3 min.

5 min.10 min.

8 min.7 min.

7 min.7 min.

9 min.3 min.6 min.2 min

.8 m

in.

3 m

in.

3 m

in.

9 m

in.

10 m

in.

9 min.

7 min.

5 min.

8 min.

2 min.

10 min.

14 min.

3 min.

5 min.

3 min.

10 min.

7 min.

2 min.

2 min.

5 min.

6 min.

2 min

.

2 m

in.

12 m

in.

15 m

in.

3 m

in.

4 min

.8 min.4 min.

7 min.

3 min.

6 min.

2 min.

9 min.

1 min.

10 min.

6 min.

4 min.

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FINISH

i4767—Kids Learn Reading Games, 3–5 Punchouts


i4757—Kids Learn Reading Games, K–2 Punchouts


Game Markers




Fishing Charter Boats Answer Fishing Charter Boats Answer Fishing Charter Boats Answer



Set 1

bingo golf 5 groups

1 shape

112

7 hundreds

3 inches

36 monkeys

20 minutes

i4723—Kids Learn Mathematics Games K–2, Punchouts © Teacher Created Materials

Ducks in the Pond

1

Ducks in the Pond

4

Ducks in the Pond

7Ducks in the Pond

2

Ducks in the Pond

5

Ducks in the Pond

8Ducks in the Pond

3

Ducks in the Pond

6

Ducks in the Pond

9

Ducks in the Pond Game Cards Set 2

What is the shape of this tissue box?

About how many paper clips long is this comb? There were 4 children

playing basketball together. There were 3 children on the red team. What fraction of the children were on the blue team?

Which fraction is larger?

12

14

Solve.

58 + 46

What fraction of the squares are white?

What are the missing numbers?

, 38, 40,

If each section of the bar below equals 1 centimeter,

how long is the stamp?

How many tens are in the number 79?



Leaves for Lunch Game Cards

Set 1

Leaves for Lunch Question

10


13


16


11


14


17


12


15


18

Use the number line to help you solve this problem.14 – 6 =

5 6 7 8 9 10 11 12 13 14 15

Which number comes next?80, 85, 90, ____

What time is it?

Jack started with 6 strawberries.

He ate 1 in the morning,

and 3 in the evening. How

many strawberries are left?

Use the number line to help you solve this problem.8 + 4 =

5 6 7 8 9 10 11 12 13 14 15

What time did Shanice eat her breakfast?

How many cubes tall is the teddy bear?

Solve.10 – 2 + 7 =

An apple tree started with 10 apples.

Lola picked 3 apples. Martin picked 5 apples. How many apples are

left on the tree?



A Day in the Park Game Cards

A Day in the Park

10

A Day in the Park

13

A Day in the Park

16

A Day in the Park

11

A Day in the Park

14

A Day in the Park

17

A Day in the Park

12

A Day in the Park

15

A Day in the Park

18

Set 4

How many corners does a

rectangular prism have?

What number is

shown below? Rory found 5 pennies

at the park. He found 2

pennies at the store. He

found 6 pennies on the

playground. How many

pennies did Rory find?

What would the

17th shape be in the

pattern below?

■ ▲ ● ● ■ ▲ ● ●

What is the missing

number in the sequence?

35, 40, 45, 50, ___

What number is

shown below?

IIII IIII IIII IIII IIII II

Lola has 15 marbles.

She gave 7 marbles

to her friend Denzel.

How many marbles

does she have left?

How many sides does

a hexagon have?

Find the missing number.

5 + = 13i4723—Kids Learn Mathematics Games K–2, Punchouts






Set 4

bingo golf 5 groups

1 shape

112

7 hundreds

3 inches

36 monkeys

20 minutes

LevelsK–2

Resource CD

This CD contains reproducible resource materials.

©Copyright All Rights Reserved.

TCM 13433

i4725

For use For use

with either with either

MacintoshMacintosh®

or Windowsor Windows®

Party Time This game needs: • Party Time game board • Party Time game cards (18) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player

Chocolate Chip Cookie Factory This game needs: • Cookie Factory game board • Cookie Factory game cards (18) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each playerLeaves for Lunch This game needs:

• Leaves for Lunch game board • Leaves for Lunch game cards (36) • 4 different game markers (one per player) • Spinner • Pencils and paper for each player

Fishing Charter Boats This game needs: • Fishing Charter Boats game board • Fishing Charter Boats game cards (36) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player Art Contest This game needs: • Art Contest game board • Art Contest game cards (36) • 4 different game markers (one per player) • Spinner


Carnival Game Time This game needs: • Carnival Game Time game board • Carnival Game Time game cards (36) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player A Day at the Park This game needs: • A Day at the Park game board • A Day at the Park game cards (18) • 4 different game markers (one per player) • Spinner


Ducks in the Pond This game needs: • Ducks in the Pond game board • Ducks in the Pond game cards (18) • 4 different game markers (one per player) • Spinner


spinner


Th e RTI model supports the idea that teachers should look for curricular intervention designed to

bring a student back up to grade level as soon as he or she begins having diffi culties. “RTI has the

potential then to allow disabilities to be identifi ed and defi ned based on the response a child has to the

interventions that are tried” (Cruey 2006). Depending on the levels of diffi culty they are having with

the mathematics curriculum, students are classifi ed as Tier 1, 2, or 3. Specifi c defi nitions of these tiers

diff er from state to state, but the following are general descriptions. Following these descriptions are

suggestions for ways to use the Kids Learn Mathematics Games for RTI in Tiers 1 and 2. Because

a one-on-one, focused approach to intervention is needed for Tier 3, another type of intervention

resource should be used for these students.

Tier 1Tier 1 students are generally making good progress toward the standards but may be experiencing

temporary or minor diffi culties. Th ese students may struggle in only a few of the overall areas of

mathematics concepts. Th ey usually benefi t from peer work and parental involvement. Th ey would

also benefi t from confi dence boosters when they are succeeding. Any problems that do arise should be

diagnosed and addressed quickly in order to ensure that these students continue to succeed.

Using Kids Learn Mathematics Games in Tier 1:

Use Kids Learn Mathematics Games with the entire class as a supplement to the core curriculum.

Th e games provide practice in key skills that students need.

Tier 2Tier 2 students may be one or two standard deviations below the mean on standardized tests.

Th ese students are struggling in various areas, which aff ects their overall success in the mathematics

classroom. Th ese students can usually respond to in-class diff erentiation strategies with focused,

small-group instruction. Th ese students may not need the help of student study teams.

Using Kids Learn Mathematics Games in Tier 2:

Work with a small group of students that need focused instruction on a particular skill. Frequently

monitor their progress using quizzes or other assessments that are a part of your mathematics

program. Students who do not respond to intervention should move to Tier 3.

Tier 3Tier 3 students are seriously at risk of failing to meet the standards as indicated by their extremely and

chronically low performance on one or more measures of a standardized test. Th ese students are often

the ones who are being analyzed by some type of in-house student assistance team in order to look for

overall interventions and solutions. In the classroom, these students are having diffi culties with most

of the assignments and failing most of the assessments.

Reference CitedCruey, G. 2006. Response to intervention: A new model for identifying disabilities. http://specialneedseducation.suite101.

com/article.cfm/response_to_intervention_ (accessed July 11, 2007).

Response to Intervention


Below-Grade-Level StudentsBelow-grade-level students will probably need concepts to be made more concrete for them. Th ey

may also need extra work with vocabulary. By receiving extra support and understanding, these

students will feel more secure and have greater success.

• Allow partners to work together.

• Pull a small group of students together and defi ne the vocabulary words needed to play the game.

• Partner students who might not be able to read the text on the game cards with students who can.

• Provide students with a lower-level kit, if this is an option.

• Play the game with the students in a small group so you can guide them through playing the game.

English Language LearnersStudents who are English language learners are learning concepts and language simultaneously. Th ey need

to have context added to the language. Although they may have acquired social language skills (BICS), the

language of school is very academic in nature. One of the most important keys to success with ELLs is to

ensure that they acquire the necessary vocabulary for greater comprehension of the content (CALP).

• Provide pictures to support the words in the games.

• If students are Spanish speakers, provide students with the Spanish versions of the instructions.

For students who speak other languages, see if another student in class can act as the translator.

(Note: It is important not to rely on these dual-language students to be translators all of the time,

but occasional translating of instructions is okay.)

• Model how to play the game before students start playing.

• Audio record the game’s directions so students can listen to them before playing or as needed.

• Number the steps on the game board. Students can follow the numbers to complete the game.

Above-Grade-Level StudentsAll students need a fi rm foundation in the core knowledge of the curriculum. Th ese students usually

learn the concepts very quickly. Th e games can be adapted to be appropriate for individual students.

• Have students skip the games that they have already mastered.

• Assign only the most diffi cult questions.

• Provide students with a higher-level kit, if this is an option.

• Have students design their own games (or questions for the games provided) to reinforce skills,

instead of using the ones included in the program.

• Have students critique the games using a simple assessment guide like a self-made rubric,

checklist, or a short answer. Th ey can provide solutions for making the game more challenging.

• If possible, remove a key piece of information from the game to make them think harder.

• Change the questions in the game so that they are answering higher-level questions.

Differentiating the Games

TCM 13433-13445 i4722 Gameboards K-2...Once you run out of cards, shuﬄ e the discard pile. Th en,...

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