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Math games help students develop the ability to think critically and solve problems. Well chosen games can provide an enjoyable way for students to practice and master skills. There are many different types of math games. Listed below are a few ideas to get you started.
The aim of a Barrier Game is for one child to place objects onto a game
board while describing to a partner what he/she is doing. The partner
follows the verbal instructions to replicate what is being done, sight
unseen. At the end of the game the barrier is removed and the objects
should be in identical positions on both game boards. Barrier Games are a
great way to develop mathematical vocabulary as they promote listening
and speaking skills by requiring students to interact and use language
to complete a task by giving and receiving instructions.
Different types of boards for Barrier Games can be created according to
students’ level of thinking. For example, kindergarten teachers may
choose to begin with a simple
board of 3 spaces
to develop use of the words ‘center’, ‘above’, and ‘below’. Once students are confidently using these positional words a
3 x 3 board with accompanying sentence frames
can be introduced to scaffold language. When playing Barrier Games
students can either place objects on the board or draw objects (shapes,
numerals, angles, money amounts etc.) described by a partner.
The
possibilities for Barrier Games to develop math skills and vocabulary
are endless. Some possible ways to use them are as follows:
To develop skills in naming shapes:
One child places pattern blocks onto a game board while describing to a
partner what he/she is doing. For example, 'Put a yellow hexagon in the
center square.'
This can be extended for older students by having one child draw, rather
than place, a shape in each space on the game board while describing to
a partner what he/she is doing. For example,
'Draw an equilateral triangle in the center square.... draw a
parallelogram in the square below the equilateral triangle', and so on.
Measurements can be included in instructions to make this more
challenging. For example,‘Draw a square with a perimeter of 12cm in the
center square’.
To develop skills in naming coins/adding coin amounts:
One child places coins onto a game board while describing to a partner
what he/she is doing. This can be extended to develop skills in adding
coin amounts by having students place more than one coin in each space
on the game board. For example, 'Place two coins that equal twenty cents
in the center square'.
To develop skills in reading and writing numerals:
One child places numeral cards onto a game board while describing to a
partner what he/she is doing. This can be extended to reading and writing four/five/six digit numbers. One child writes a number in each space on the game board while
describing to a partner what he/she is doing. For example, 'Write the
number 179 in the center square. Write 258 in the square to the left of
179', and so on.
To develop skills in reading analog and digital times:
One child fills in a time on each clock on the game board
while describing to a partner what he/she is doing. For example, 'Show
half past two in the clock in the center....Show ten o'clock on the
clock below half past two', and so on.
To develop skills in naming fractional parts:
One child shades in a fraction
of each shape while describing to a partner what he/she is doing. For
example,'Shade in one third of the circle in the center of the grid'.
To develop skills in drawing and naming angle measures:
One child uses a protractor to draw an angle in each space on the board
while describing to a partner what he/she is doing. For example, 'Draw
and label an acute angle that measures 47° in the center square.... draw
and label a straight angle to the right of the acute angle', and so on.
I Have ... Who Has? games can be created for virtually any topic and
used as both a whole class practice or a center activity for small
groups.
How to Play: Distribute one card to each student. If any cards
are left over distribute these to random students. As you distribute the
cards, encourage students to begin thinking about what the question for
their card might be so that they are prepared to answer. The first
student begins with "I have ... Who has" while the others listen for the
answer that is on their card. The person with the correct answer reads
his/her card. Play continues until the game comes back to the starting
card. The student with the starting card answers and then says "stop"
to signal the end of the game.
As students develop confidence with the game a stop watch can be used to
time a round. Record the time on the board so that students try each
game to beat their current best time.
When using the cards as a math center activity one student deals out the
cards to all players. Players arrange the cards faceup in front of
them. Play continues as in the class game. Whoever has the card that
answers the question reads that answer and then reads the question on
their card. Students turn over the cards after reading them. The first
person to turn over all of his/her cards wins the game. Cards can be
shuffled and the game repeated.
I Have ... Who Has?(Addition)
I Have ... Who Has? (Easy Facts)
I Have.. Who Has? (Doubles)
I Have ... Who Has? (Multiplication)
Who Has? (x2 and x5)
Who Has? (x2 and x10)
Who Has? (x3 and x5)
Who Has? (x3 and x7)
Who Has? (x4 and x6)
Who Has? (x4 and x10)
Who Has? (x6 and x8)
Who Has? (x7 and x9)
To get the most benefit from math games:
For more math game ideas visit the Number, Geometry, and Measurement and Data pages for your grade level.