|
PLACE VALUE
The purpose of the following place value activities is to focus on the
value assumed by the
same 10 numerals (0-9) depending on their placement in a number.
PLACE VALUE RACE:
Materials needed: 2 or more sets of blue, yellow, orange and red
cards numbered 0 - 9.
Directions: Split students up into two teams (more teams may be
made for bigger
groups.) Provide each group with a set of cards in each color (1
or more card per
student). Allow the students to choose which colors represent the
different place values
(i.e. Red = ones place, Blue = tens place, etc.). The same
color/place value combinations
will be used by the entire group. The teacher selects a number at
random (such as 5096)
and the teams race to produce the number with their cards. The
first team to produce the
number correctly gets a point. The teacher determines how many
rounds to play.
Options: This game can be modified to fit different grade levels
by either adding or
removing sets of different colored cards numbered 0 - 9, making 3
digit numbers or 5 digit
numbers. Another option is to add a decimal point for work with
decimal numbers.
PLACE VALUE BINGO
Place Value Bingo is a game in which students can increase their
place value skills.
Materials needed: 70 3" by 5" index cards, 12 5"
by 7" poster board or card stock for
bingo cards, items to use as markers (bingo markers, corn, beans,
etc.), markers for
writing.
Directions to make the game:
To make the calling cards use the 70 index cards. On each card
write examples like:
"the seven in seven thousand four hundred ten" Under
this phrase write: "7,410"
"the three in one hundred three 103"
"the four in thirteen dollars and forty cents $13.40"
To make the bingo cards divide the card into 5 columns:
ten-thousands, thousands,
hundreds, tens and ones (or alternatively, hundreds, tens, ones,
tenths, hundredths).
Under each heading there are five rows, so you end up with a 5 by
5 grid. Place the
numerals 0 - 9 in each square randomly. Make sure each card is
different.
Directions for playing the game:
2 - 12 may play (if you use both sets of cards)
Each player gets a bingo card and several markers. Players take
turns drawing a "call
card" and read the words aloud. All players who have that
number in the correct place
mark it. The number on the call card is there as a check. The
first player to get five in a
row (vertically, horizontally or diagonally) wins! Be sure to
check the winner's card to be
positive that he/she marked the numbers correctly.
PUPPY PLACE (PLACE VALUE GAME)
This game is designed for two to six players.
Materials needed: a game board which has four digit numbers on
dog bone shapes.
Players follow the path from "start" to
"finish." A sample set of numbers to be placed on
the bones is: 4715, 8602, 3954, 7028, 1369, 5471, 6290, 2836,
9547, 6183, 5082, 7351,
4608, 1529. In addition you need game pieces for each player,
score cards and a spinner
with the numerals 0 to 9.
Directions: All players place their pieces on start. To decide
the first player, spin the
spinner and the person with the highest number moves first. To
move, spin the spinner.
Then move your game piece to the nearest dog bone with that
number on it. You score
the place value amount represented by the number. (For example,
if you spin a 7 and the
nearest bone has the number 3710 on it, you score 100 points
because the 7 is in hundreds
place.) On each play players score 1, 10, 100 or 1000 points.
Keep a tally on the score
sheet. When players get their game pieces to finish, they total
their scores. The highest
score wins!
Alternatives: Player with the lowest score wins. The player that
reaches finish first wins.
The player that reaches finish last wins. You may adjust the game
board to only deal with
1, 10 and 100, or you could add places up to millions. You could
include decimal places.
The play is meant to follow a path from start to finish, but you
could allow students to
move either forward or backward along the path. You could attach
penalties or bonuses
for landing on certain bones or getting certain scores (if you
get exactly 10,000 points -at
the end- you get to double your score OR if you have exactly
5,000 points, you lose
2,000).
UP, UP AND AWAY
Materials needed: balloon notepad paper serves as the
"gameboard" for students. Four
white squares have been placed on the balloons with the labels of
thousands, hundreds,
tens and ones (or alternatively, tens, ones, tenths, hundredths).
The balloons are
laminated. A spinner numbered 0 to 9 and mark-on wipe-off markers
are needed.
Directions: Each player selects a balloon. The students take
turns spinning the spinner.
Each time a student spins a number all students must choose a
place on the balloon where
they want to put that number. A number may only be placed in one
value and may not be
changed later. The player with the highest number after four
spins wins the game. The
numbers on the balloons may be erased and the game played again.
Variations: Spin a total of 6 times and each player may skip 2
numbers of their choice.
Pick a certain number of spins (5 - 10). Use the decimal
balloons. Use an overhead
spinner and do this as a class project. Follow up with a graph
showing how many students
"made" the same number.
GLYPHS
What is a GLYPH? According to the 1992 Webster's College Dictionary a glyph is a
pictograph or hieroglyph; any symbol bearing information non-verbally such as a
handicap
accessible symbol in the restroom.
Why use glyphs? Glyphs allow students to collect, display, and interpret data about
themselves and other meaningful topics. This activity will also allow the student to
practice using a legend in the creation of the glyph.
How to create a glyph:
1 Choose a topic for data collection and analysis
2 Choose clip art items to represent the topic, or create your own designs
3 Introduce the concept of glyphs, show examples of what a glyph might look like,
then present the topic to be used in the creation of the glyph.
4 Data collection process will be determined by the ability of the students. For the
younger student you will want to present the survey/legend one step at a time. In
an older group all the material may be presented in one step, with the
survey/legend on one sheet of paper
5 Go through the steps of the legend to create the glyph
6 Once the glyphs are completed, you may begin to analyze the data collected by
"reading" the glyphs.
7 To provide an extension of the readings you may graph the information on bar
charts, Venn diagrams, number lines, or circle graphs.
How would assessments be made on a glyph? You may make a rubric. Example:
3 Everything in place, followed all directions
2 Most items present, followed most of the directions
1 Some items present, followed a few of the directions
0 Did not follow any direction, no participation
More information on GLYPHS may be found in:
Glyphs! Data Communication for Primary Mathematicians by Susan R. O'Connell and
Glyphs II: Data Communication for Elementary Mathematicians by Susan R. O'Connell,
Good Apple, 299 Jefferson Road, P. O. Box 480, Parsippany, NJ 07054-0480.
Mk DELI GLYPH
Each student chooses one item from each of the five areas shown
on the menu (below).
Glue pictures of the food items to a small paper plate. Create a
bar graph of the Main
Dish choices (or any other category). Create a three-circle Venn
diagram labeled:
strawberries, ice cream, salad bowl. Students place their plates
in the appropriate circle or
one of the intersection points or outside the diagram, as
appropriate.
Extensions: find the cost for your plate of food; figure your
change if you paid for your
food with a $10.00 bill; figure the total cost of the food chosen
by your group if the
principal decided to pay for all the meals; and create a circle
graph showing the total
group cost of the meal.
WELCOME TO Mk DELI
Today's food choices are:
Main Dish pizza (1 slice) $2.00 Vegetable corn on the cob $0.80
hamburger $2.75 carrots $0.45
chicken $3.25 salad bowl $1.35
Fruit apple $0.80 Dessert pie $1.75
strawberries $1.25 ice cream $1.25
grapes $1.00 cupcake $0.80
Beverage Milk $1.10
Punch $1.00
Coffee $0.90
MULTIPLICATION
This is a way of showing the concept of multiplication and of
memorizing the
multiplication facts.
Materials needed: pipe cleaner hoops (about 10 per student) and a
large number of small
objects to be used as counters (centimeter cubes from base ten
blocks work well!)
Directions: Explain -- In the multiplication problem 4 x 3, the 4
is the number of groups
and the 3 is the number in each group. To "make" this
problem students would put out
four hoops and place three counters in each hoop:
XXX * XXX * XXX * XXX *
The students would then count the number of objects in the hoops
to get their answer.
This activity is also good for demonstrating the commutative
property of multiplication
(4 x 3 = 3 x 4).
When the students are ready to begin memorizing the
multiplication facts, it is best to
begin with 0s and 1s - being sure to write problems as "0 x
4 =" as well as "7 x 0 =" using
the commutative property. After the 0s and 1s, work on 2s and 5s,
then 3s and 4s. Spend
as much time as needed for these. Show the "nine trick"
-- hold both hands out palm
down and for the problem 2 x 9, you put the second finger down
(ring finger on the left
hand), the answer is 18, the one to the left of the finger down
and the other eight on the
right of the finger placed down. All of the 9s up to 9 x 10 work
on the fingers. At this
point there are only SIX facts left: 6 x 6, 6 x 7, 6 x 8, 7 x 7,
7 x 8, 8 x 8.
If you make a table (see below) and have the students fill in the
products that they know
already, it is easy to see that there are only six facts left. If
the students learn the doubles,
and 56 = 7 x 8 (5, 6, 7, 8), the only two difficult ones are 6 x
7 and 6 x 8.
00 22 44 66 88 11 33 55 77 99
00 00 00 00 00 00
22 0 4 8 12 16 2 6 10 14 18
44 0 8 16 24 32 4 12 20 28 36
66 0 12 24 6 18 30 54
88 0 16 32 X 8 24 40 72
11 02 46 81 35 79
33061218 243915 2127
55 0 10 20 30 40 5 15 25 35 45
77 0 14 28 X X 7 21 35 63
99 0 18 36 54 72 9 27 45 63 81
MIRA
MIRA is a reflective device that demonstrates symmetry, rotation,
flips, and movement. It
is a fun activity with an educational benefit. One of the things
students can do with MIRA
is to take half of a symmetrical picture and place the MIRA on
the line of symmetry, then
trace the reflection to complete the picture. Another activity is
to use the MIRA to place
different hats on a drawing of a person's head.
PATTERN BLOCKS
Pattern blocks are a collection of six shapes in six colors -- green triangles, orange
squares, blue parallelograms, tan parallelograms, red trapezoids and yellow hexagons.
The shapes are designed so that all the sides are 1 inch except for the long base of
the
trapezoid which is 2 inches. This makes it possible for the shapes to fit together and
provides for a wide range of explorations. To this end pattern blocks offer numerous
teaching and learning activities. They can be used when discussing shapes and patterns.
Problem solving possibilities are also offered. Spatial problems, sorting and counting
are
also options. Other uses include such things as graphing and comparing. A major area in
which pattern blocks are extremely useful is an are which is often difficult for
students --
fractions. The yellow hexagon represents ONE WHOLE. Therefore the red trapezoid is
one-half, the blue parallelogram is one-third, and the green triangle is one-sixth. The
orange and tan pieces are not used for work with fractions.
I HAVE . . . WHO HAS . . .?
A set of 24 or more cards are distributed to a class of students
- at least one card per
student. The cards are made up as follows:
A picture of one yellow hexagon is on the card along with the
phrase "Who has 1/6?" The
student says "I have one whole. Who has one sixth?" The
student who has one green
triangle on his/her card responds "I have one sixth. Who has
one third?" The student who
has a card with a blue parallelogram on it responds.
Remaining cards say: "I have 1/3. Who has 1/2?" "I
have 1/2. Who has 2/3?" "I have
2/3. Who has 4/6?" "I have 4/6. Who has 2/3 and
1/6?" "I have 2/3 and 1/6. Who has 1
and 1/6?" "I have 1 and 1/6. Who has 1/2 and 1/3?"
"I have 1/2 and 1/3. Who has 1/2
and 1/6?" "I have 1/2 and 1/6. Who has 1 whole and
2/3?" "I have 1 whole and 2/3.
Who has 1 whole and 1/2?" "I have 1 whole and 1/2. Who
has 1/3 and 1/6?" "I have 1/3
and 1/6. Who has 5/6?" "I have 5/6. Who has 1 whole and
4/6?" "I have 1 whole and
4/6. Who has 2 wholes?" "I have 2 wholes. Who has 1
whole and 5/6?" "I have 1 whole
and 5/6. Who has 1 whole and 2/6?" "I have 1 whole and
2/6. Who has 1 whole and
1/3?" "I have 1 whole and 1/3. Who has 2/6?"
"I have 2/6. Who has 1/2 and 2/6?" "I
have 1/2 and 2/6. Who has 1 whole 1/2 and 1/3?" "I have
1 whole 1/2 and 1/3. Who has
1 whole and 3/6?" "I have 1 whole and 3/6. Who has 1
whole 2/3 and 1/6?" "I have 1
whole 2/3 and 1/6. Who has one whole?" Now you are back at
the beginning.
FRACTION MEMORY
A set of cards with pattern block illustrations of fractions and
mixed numbers and a
second set of cards with the written fractions or mixed numbers
are made. They are
shuffled and turned over randomly. First player turns over two
cards. If they are a match,
the player keeps the cards and turns over two more cards. If they
do not match, both are
turned back over and the next student has a turn. Play continues
until all the pairs are
matched. Player with the most matches is the winner.
CALCULATOR ACTIVITIES
TARGET PRICE
This activity is a practice of addition and multiplication using
estimation and calculator
skills. It can be played by two people or two teams.
Materials needed: A large target is on the right side of a page
of paper with an arrow
pointing into the center of it. On the arrow is shown the
"target price" for a given round.
For example, it might say, "Target price $8.00 - $9.00"
for a specific round. Then above
the arrow and target twelve numbers are given: $1.59, $2.39,
$1.48, $2.75, $3.19, $1.09,
$3.63, $1.43, $2.56, $1.37, $2.25, and $1.99.
Directions for Addition: One team (or player) will use
estimation, the other will use
calculators. Player one will be challenged to find five amounts
from the list that, when
added together, will produce a sum equal to or between the target
prices. The first player
or team to hit the target earns a point. The team or player to
earn five points first wins.
Directions for Multiplication: Again one team (or player) will
use estimation, the other
calculators. Teams will be asked to choose one or two of the
amounts from the list. They
are to multiply that amount by a number that will net a product
that will be equal to or be
between the target prices. The team that hits the target first
earns one point. The first
team to earn five points wins.
Variation: Bring products into the classroom and display with the
actual price. This
allows the students to better visualize the buying power of a
dollar.
TRAVEL THE CITY
The "city" board is in a hexagon shape with
"roads" connecting each vertex with every
other vertex, making 9 inner lines and the 6 outer lines of the
hexagon. At a each vertex a
"place" is indicated: home, zoo, grandma's, ice cream
parlor, school, and library. Each
section of a "road" between all intersections are
labeled with an addition or subtraction
sign and a number between 1 and 100. A spinner is labeled with
the six "places." Each
student needs a calculator and a game piece.
Directions: Each player begins with 100 showing on his/her
calculator and begins at
HOME. The first player spins the spinner and must decide how to
move his/her marker on
the gameboard to the picture/vertex indicated. The student may
use any path, but must
perform all the mathematical operations shown on the streets
traveled. If a player spins
the picture where he/she currently is, player loses the turn.
Each player spins 10 times,
taking turns. The player with the highest total number wins.
(Alternative: Player with the
smallest number wins. Player closest to a "TARGET"
number wins.)
|
