Box Cars and One-Eyed Jacks · 2015-05-12 · Place Value Teaching Tips Games support the instruction of place value concepts with base- ten manipulatives. Always sit players side

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Place Value

Teaching Tips

� Games support the instruction of place value concepts with base-ten manipulatives.

� Always sit players side by side so they are reading numbersproperly; use tens bracelets, thousands bracelets, playing mats / funfoam for building place values.

� For cards, sort out all tens, Jacks, Queens and Kings and usecards from 0-9 only.

� Place Value dice come in a variety of values which you canuse to build differentiation and a variety of concepts into yourinstruction.

� Use number lines: 0 - 9, 0-100, or tape ten together for a 0-1000line.

� Use chunking place value strategies with regular dice or in 3-in-a-cube dice.

� Foam mats/ Dry Erase Boards

�

100’s, 10’s AND 1’s HORSE RACE

PLAYER ONE

PLAYER TWO

HUNDREDS TENS ONES HUNDREDS TENS ONES

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100’s 10’s AND 1’s BETWEENERS HORSE RACE

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ROLL ON PLACE VALUE – PRIMARY

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ROLL ON PLACE VALUE RECORDING SHEET

ROUND # MY NUMBER > = < MY PARTNER'S NUMBER

My Name My Partner's Name

6

SUPER SIX SHOWDOWN LEVEL: 2 up

SKILLS: identifying 100's and 10's and 1's, greatest/least, probability

PLAYERS: 2 (1 vs 1)

EQUIPMENT: tray of dice (each player needs 18 of their own color), gameboard

GOAL: to build greater numbers than your opponent in each of your six rows/rounds

GETTING STARTED: Each player selects their own color of dice and removes all 18 from the tray. Player One begins by rolling a die and placing it into any row on their side of the tray. Player Two then rolls a die, and places it into any place on their side of a tray. *Players can place any roll into any space on their side of the tray throughout the game, it does not have to be played out one row at a time.

Players continue to alternate turns, building hundreds-place numbers in all six rows on their side of the tray. When all 36 dice have been rolled out, players compare the numbers they have built. The player with the largest number in each row scores a point for that row. Players may wish to place markers on their side beside winning rows to keep track of points. In the event that the numbers are equal, both players score a point. The player with the most points at the end of the game wins! If players are tied for points, the player who builds the biggest number wins.

EXAMPLE:

Player Two wins, 5 points to 2.

661 > 253, Player One scores Row 1

652 = 652, Both players score Row 2

242 < 544, Player Two scores Row 3




Students can record these math sentences in their journals

7

NUMBER LINE STRATEGIES

1. Placing Dice, Cards or Dominoes on Number Lines (0-12), (0-20), (0-100)

x Greatest / Least

x Greatest / Between / Least

x Benchmark Rounding Strategies Dice, dominoes or cards on Number Line Fingers down on benchmarks Round to nearest decade

x Estimating Sums/Differences Using Benchmarks

2. 1000 Number Line Work

x Greatest / Least

x Greatest / Between / Least

x Walking the Number Line

x Rounding Strategies To the nearest 100 To the nearest 10

3. Relay on the Number Line

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1. Three players, each need the same type of dice. 2. Each player rolls their dice.

3. Players arrange the three numbers: Least, Between, Greatest. 4. Between WINS the round and scores one point 5. Record the rolls. 6. In the event of a tie, no points are awarded.

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Place Value Patterns Students typically begin pattern work in the early primary grades and it often remains a challenge throughout their elementary years. Pattern counting is an excellent way to practice place value and explore number patterns. When doing this activity with students, it is best to go through several examples, and allow for plenty of practice.

To Model: Roll a decade die (00-90) and a ones (0-9) die. Example : 60 + 8 = 68

Players now verbalize a plus (+) 1 pattern 68, 69, 70, 71.

Players now verbalize a minus (-) 1 pattern 68, 67, 66, 65.




Any additional numeric patterns can be introduced once the students are ready. Using a hundreds board with this activity may be beneficial as students will begin to see and understand the patterns that appear. This will extend into addition and subtraction strategies once 2-digit concepts are introduced. Once players have mastered these patterns, more complex scenarios can be introduced and practiced.

Roll a hundreds die (000-900), decade die (00-90) and a ones (0-9) die. Example 300 + 20 + 4 = 324






The bonus to students rolling dice is that combinations will come up where they must make logical predictions and expand their knowledge of number sense. These place value activities can be explored using decimal dice as well.

Teaching Tip: Players can record all of their patterns for future practice.

12

13

00 - 09 __________ 00 - 09 __________ 10 - 19 __________ 10 - 19 __________ 20 - 29 __________ 20 - 29 __________ 30 - 39 __________ 30 - 39 __________ 40 - 49 __________ 40 - 49 __________ 50 - 59 __________ 50 - 59 __________ 60 - 69 __________ 60 - 69 __________ 70 - 79 __________ 70 - 79 __________ 80 - 89 __________ 80 - 89 __________ 90 - 99 __________ 90 - 99 __________

000 - 099 __________ 000 - 099 __________ 100 - 199 __________ 100 - 199 __________ 200 - 299 __________ 200 - 299 __________ 300 - 399 __________ 300 - 399 __________ 400 - 499 __________ 400 - 499 __________ 500 - 599 __________ 500 - 599 __________ 600 - 699 __________ 600 - 699 __________ 700 - 799 __________ 700 - 799 __________ 800 - 899 __________ 800 - 899 __________ 900 - 999 __________ 900 - 999 __________

Star 99 / Two Digit Scramble

Fill in Frenzy / Three Digit Scramble

� Draw 2 (or 3) cards or roll 2 (or 3) place value dice to make a two (or three) digit number. � Player can choose how to set their number and then write the number in the appropriate

space on gameboard. � If a player cannot use their roll, it counts as a strike and play moves to the next player. � The first player to fill all 10 spaces is the winner.

14

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boxcarsandoneeyedjacks.com BoxCarsEduc

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LEVEL: grade 1 and up

SKILLS: identifying rhyming pairs

PLAYERS: 2

EQUIPMENT: one thirty-sided alphabet die

GOAL: to earn points by verbalizing rhyming pairs

GETTING STARTED: Player One rolls the die, and both players identify the starting letter. Both players try to be the first to give a rhyming pair. One of the words must start with the letter rolled. If a � is rolled, the die is re-rolled.

EXAMPLE: Player One rolls a B

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Players alternate rolling the die. After a set period of time, the player with the most points is the winner.

VARIATION: To increase the level of difficulty, the players must name three or four rhyming words and/or spell them out loud.

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TEACHING TIP: There are many word families that share the same sound-symbol pattern (phonogram)�� ³5K\PLQJ�IDPLOLHV´�are great to work on to establish early success in spelling.

EXAMPLE: cow/now low/bow/row

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MATCH FIVE LEVEL: K-4 SKILLS: Short Vowels PLAYERS: 1 vs 1 EQUIPMENT: Missing vowel deck, vowel dice GOAL: Be the player with the most word cards once the deck has been depleted.

GETTING STARTED: x Each player deals 5 word cards face up.x Each player rolls a vowel die and makes words with their own cards.x Players now get to capture any of their opponent's leftover word cards.x At the end of the round, replenish to a total of 5 word cards each.

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Documents

Box Cars and One-Eyed Jacks · 2015-05-12 · Place Value Teaching Tips Games support the instruction of place value concepts with base- ten manipulatives. Always sit players side