Engaging and differentiated classroom activity that allows students to apply their understanding of partitioning fraction lines and placing fractions on the line by modeling a drag race. Students first select 3 different cars with different "speeds" (unit fractions). Then they partition and label each car's drag strip (number line) based on the unit fraction of the car. They play the game by rolling a die and advancing each car forward. A provided data sheet has them record each cars position on the fraction line after each roll. Differentiation resources are included such as pre-labeled number lines and video hook to build engagement and background knowledge.

Grade 3 · Math · 13 pages

A collection of games and activities to enhance math instruction. This resource includes descriptions of games for kindergarten students organized by math strands (numeracy, operations, etc.). Also included are game boards, number cards and other resources to support the activities described.

Grade K · Math · 7 pages

A collection of games and activities to enhance math instruction. This resource includes descriptions of games for first grade students organized by math strands (numeracy, operations, etc.). Also included are number spinners, tic-tac-toe boards, and other resources to support the activities described.

Grade 1 · Math · 6 pages

A collection of games and activities to enhance math instruction. This resource includes descriptions of games for second grade students organized by math strands (numeracy, operations, etc.). Also included are ten frames, number cards and other resources to support the activities described.

Grade 2 · Math · 5 pages

Teach the rules to the students prior to playing. If you have a set of 3-4 basic math games, you do not have to re-teach the rules every time the students play the game, but you can change the parameters around playing (e.g. addition one day, subtraction the next).

Math games are a great way to incorporate peer buddies or peer tutors for students. The peer buddies can help support students with learning the rules of the game, practicing math facts, and participating in class. You can differentiate the instruction of math games by thinking about how students are grouped together while playing the games.

Always consider the mathematical objective that is being practiced. Make sure that the game matches the mathematical objective or educational outcome. Math games can enhance student learning and practice of mathematical skills. In addition, math games can become a part of the overall classroom structure. For example, some teachers have math learning centers once a week and have games available.

There are many board games available, such as Equate, Math Bingo and Allowance. These games can be incorporated into math lessons and address mathematical objectives. For example, having students practice creating and solving mathematical expressions while playing Equate would correlate with [[ http://www.corestandards.org/Math/Content/6/EE | 6th grade Math Common Core Standard Expressions and Equations ]]

Students can play a version of the card game War (addition, subtraction, multiplication, division). For addition, each student flips two cards over and adds the two cards together. The student with the pair that adds to the largest number wins. For more ideas, see [[ http://www.crewtonramoneshouseofmath.com/math-with-playing-cards.html | math with playing cards ]].

There are multiple ways that Math Jeopardy can be played in the classroom. Some teachers prefer to use colored index cards with the points on one side and the Jeopardy question on the other side. The index cards can be easily taped to a classroom whiteboard under chosen math categories. Some teachers use a Powerpoint presentation or math Jeopardy games available online and a projector for whole-group instruction. When playing as an entire class, students typically break into two teams. Each team member has a mini-whiteboard on which to work out the mathematical problem. However, the teams must collaborate and agree on the correct answer (e.g., there cannot be more than one answer per team). The team that chooses the mathematical question has the opportunity to answer the question first. If the first team answers incorrectly, the next team has a chance to answer. Each team takes turns choosing the questions, and the teacher (or a student scorekeeper) keeps track of the score.

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