games for fluency for 2nd 3rd grade - smart … · games for fluency for 2nd & 3rd grade john...

GAMES FOR FLUENCY FOR 2ND & 3RD GRADE

JOHN FELLING

SINGAPORE MATH IN-DEPTH SUMMIT 2017

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ROCK AND ROLL LEVEL: 2 up

SKILLS: comparing place value, expanding numbers

PLAYERS: 2 – 4 (1 player as referee)

EQUIPMENT: 2 – 6 dice per player (# of dice determines size of number), recording sheet

GOAL: to be the first player to order their dice and to create the greatest number possible

GETTING STARTED: The referee calls players to “Rock and Roll”. All players shake their dice and hide the roll with their hands until the referee calls “Reveal”. Players then begin arranging their dice to make the largest number possible. The first player to finish calls out “Rock and Roll”. All other players must immediately freeze their work in their current order and pull their hands off their dice. The first player verbalizes their number to the other players.

If the first player to finish has correctly ordered and read their number, they earn 5 points. If they are also the largest number of the group they earn another 5 points for a total of 10 points. All other players earn zero. If any player in the group has a number greater than the first to call “Rock and Roll” they earn 5 points for the round as well.

Don’t let students use AND when reading their numbers. AND is the decimal.

EXAMPLE: Playing to ten thousands

ROLL:

ARRANGE:

5 5 , 4 2 1

READ: Fifty-five thousand, four hundred twenty-one

MATH TALK

©Box Cars and One-Eyed Jacks 2

ROCK AND ROLL VARIATIONS:

1. Students play for the least possible number.

2. Arrange and write all your numbers in ascending order.

MATH JOURNAL WORK AND EXTENSIONS: 1. Why is it important to see place value represented in many different ways?

2. What is the largest possible number that can be rolled? The least? How close were you onany roll to either of these possibilities?

3. What strategy did you use to tell which number was the greatest in the round? Do you use thesame strategy when the numbers were very close?

4. This game is excellent for teaching expanded notation. After each round have players slottheir dice into the black tray on top of the Rock and Roll place value chart on page 44. Thisprovides the language for the students.

After the dice are slotted in, have players expand them out as shown in picture.

The blank spaces in the trays represent zeroes. Students can put their fingers right into theempty slots. From this physical expanding of the number we then have students record ontheir math journal recording sheet.

Tray shows Sample Roll 1 to expanded form.


ROCK AND ROLL RECORDING SHEET

ROLL NUMBER EXPANDED NUMBER 1

2

3

4

5

6

7

8

9

10

11

12

13

14


ROCK AND ROLL

HU

ND

RED

S

TEN

S

ON

ES

HU

ND

RED

TH

OU

SAN

DS

TEN

TH

OU

SAN

DS

THO

USA

ND

S


LEVEL: Grade 1 - 2 and up

SKILL: immediate recall fact fluency sums to 12

SET UP: vertical or horizontal, 1 die in each slot, 1 shaker per student

PLAYERS: 3 - 2 equal level players and 1 referee

GOAL: to be the first player to correctly say the sum out loud

ADDING SNAPPERS

GETTING STARTED: Students should have had lots of practice with subitizing, doubles, doubles+1, +2 fluency practice. This activity is for quick 2-5 minutes practice for addition facts to sums of 12 practice, and should only be played when students are ready.Each student needs their own shaker. Partners both shake their containers and on they are immediately lined up side by side to create the 7 addition sentences. On “GO” players start at the top and begin to scan down the slots saying just the sumout loud. The first player to correctly call out a sum scores a point. The referee can determine who called first and award the point. In the event of a tie, both players can earn a point. PLAY FOR SPEED ONLY WHEN STUDENTS ARE READY.

EXAMPLE: 1. SHAKE2.

3. Referee says “GO”4. The first player to give correct sum scores a point.When all 7 sentences have been completed the final score is determined by the referee.“GO” is called again and players shake for new combinations. Have players take turns inthe role of referee or, if you can, have older grade math buddies come and join in to help. They’ll benefit too!

STOP

STOP

“6” “4” “5” “6” etc.


ADDING SNAPPERSFOLLOW UP ACTIVITIES:1. Set up as per the above directions. Instead of calling out the sum, have players call out

the “type” of addition fact the combination is.Using the previous example:

2. Have students subtract the combination. Students must be aware that the larger of thetwo in the combination represents the whole and they will need to subtract the least!

+1 FACT EVEN SUM

DOUBLES EVEN SUM

+1 FACT ODD SUM

+2 FACT EVEN SUM

DOUBLES + 1 ODD SUM

+2 FACT EVEN SUM

+1 FACT ODD SUM

OR

math thinking


math talk

LEVEL: Grade 2 and up

SKILL: addition to 18, associative property of addition


PLAYERS: 3 (cooperative)

GOAL: to add to 18 with fluency using known patterns and using associative property of addition

THREE SHAKER ADDITION

GETTING STARTED: Introduce the of addition to the students:

Have students review all the doubles work, +1, +2 strategies practiced with earlier activities as these patterns will assist them in adding three addends.Each student needs their own shaker. Have the trio shake their containers until is called. The three containers are then lined up to create a 3-addend addition sentence. Have students work cooperatively to scan down their shakers, slot by slot to calculate the sum of each row.

STOP

“The order of the addends doesn’t change the sum.”

(6 + 2) + 3 = 11(3 +6) + 2 = 11(2 +3) + 6 = 11

the order or grouping of addends doesn’t affect the sum!

ASSOCIATIVE property

math thinking

+ + = ?+


math talk

THREE SHAKER ADDITION

+ + = 6 added 2 + 1 = 3 added 3 + 3 (double)

+ + = 10 added 6 + 4 (name for 10)

+ + = 13 added 5 + 5 (double) + 3

+ + = 6 added 1 + 1 (double) + 4

+ + = 7 added 1 + 1 (double) + 5

+ + = 8 added 2 + 2 (double) + 4

+ + = 8 added 2 + 2 (double) + 4

The students should touch the dice they “associate” or pair up as they work through the slots, this will assist them later when they record their work. Have students verbalize how they calculated their sums and share their strategies. Not all students will combine their numbers using the same strategies. The math talk and sharing is where the learning takes place!

math talk

EXAMPLE:

math thinking

+


THREE SHAKER ADDITION / THREE SHAKER "TENS" RECORDING SHEET

What I Saw How I Grouped SUM

= + + =

= + + =

= + + =

= + + =

= + + =

= + + =

= + + =


= + + =

= + + =

= + + =

= + + =

= + + =

= + + =

= + + =


= + + =

= + + =

= + + =

= + + =

= + + =

= + + =

= + + =


LEVEL: Grade 2 and up

SKILL: multiplying products to 36


PLAYERS: 2 (cooperative pair)

GOAL: multiply to 36 with fluency

MULTIPLYING SHAKERS

GETTING STARTED: Each student needs their own shaker. Have partners shake their containers until is called. Containers are then lined up to create multiplication sentences.

math talk

STOP

Have students say the multiplication sentences together as they work down the slots. As students mature, have them verbalize “4 x 2 = 8 and 2 x 4 also = 8”.

Partner One

Partner Two

X “4 X 2 = 8”

X “2 X 2 = 4”

X “2 X 5 = 10”

X “5 X 4 = 20”

X “1 X 6 = 6”

X “6 X 2 = 12”

X “2 X 1 = 2”

see say

“7 math sentences. No products were the same. All were even products”

COMMUTATIVE property

math thinking

math thinking


MULTIPLYING SHAKERS

FOLLOW UP ACTIVITIES:This is a great activity for exploring the of multiplication which states the order of the factors does not change the product:

4 x 2 = 8 2 x 4 = 8Students have repeated practice seeing this visually with the shakers. They can read their sentences with the shakers from left to right or right to left, and calculate the same product. When ready, have students record their products on the recording sheet, and also record the commutative fact beside each shake. Have them talk and write about their products. (see example)

Try doing this activity whole group “conga line style”.

commutative property


MULTIPLYING SHAKERS RECORDING SHEET

MY SHAKE COMMUTATIVE FACT

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =

MY SHAKE COMMUTATIVE FACT

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =

x = = x =


BIG SUMS LEVEL: 2 up

SKILLS: adding with patterns, recording and interpreting data

PLAYERS: whole class activity (cooperative pairs)

EQUIPMENT: tray of dice, recording sheet, pattern counting sheet

GOAL: to determine the average sum of 36 dice

GETTING STARTED: This whole class activity is designed to teach and explore the patterns for quick addition and fact fluency. As well, this activity is ideal for exploring and investigating MEAN, MEDIAN, MODE and STEM AND

LEAF PLOTS for enrichment.

To begin, place students in groups of 2 – 3 and have them discuss and predict what the sum of 36 rolled dice would be. Have them record this on the reproducible sheet under Sample 1. Students will need to find a method to add their dice – have them also record their method. For example: grouping by 1’s, 2’s, 3’s and multiplying to figure out subtotals to add sum, finding 10’s, counting all white and all blue and then finding the sum. Provide little guidance during the first rounds of sampling to allow students the opportunity to problem solve strategies for adding the large quantity of dice. Once the total sum has been calculated for the sample, have students record this and determine the + or – difference from their prediction. This information can help refine their prediction for the next sampling.

EXAMPLE: Sample Prediction Method Used Actual Sum +/– Difference sample 1 140 grouping by color 131 – 9sample 2 130 grouping by 1, 2, 3, 4, 5, 6 then adding 135 + 5

As students sample have them record their sums on a class chart. After five samples discuss and share with the class the strategies they tried for adding their 36 dice. Lead a discussion on the power of patterns for adding quickly. Introduce the following patterns and strategies. Reproduce the patterns and counting sheets for each group.

678

+ 9= 30

246

+ 8= 20

123

+ 4= 10

DOUBLES MAKE A 10

2 x 15


BIG SUMS Have students super mush the dice and find 2 to 3 patterns of 30. This strategy pulls a lot of dice, especially the 5’s and 6’s.

From there, have students use the double pattern and find one or two patterns of 20. Again, students will find a large quantity of dice are used and will have very few left to count.

There may be some dice left that can form a pattern for 10, and these can also be placed on the counting sheet.

Once all the dice are sorted by patterns students can quickly add their new sum. Students may need some practice counting their patterns, but quickly get used to the mental math involved.

EXAMPLE: 30, 60, 90, 110, 130 + 1 = 131 30, 60, 90, 110, 130, 140 + 1 = 141

30, 60, 90, 110 + 8 = 118

20 + 20 = 40

6 + 7+ 8+ 9

= 30 (3 sets = 90)

30's patterns

20's patterns

TOTAL SUM = 131

30 + 30 + 30 = 90

130 + 1


BIG SUMS EXAMPLE OF CLASS DATA:

BIG SUMS DATA 101 131 141 131 120

115 132 140 142 125

143 105 105 155 126

138 116 145 137 134

127 127 107 136 108

122 134 121 118 109

MATH JOURNAL WORK AND EXTENSIONS: Have students answer the following questions:

1. What strategy did you try before the pattern work to count your dice?

2. What was the most efficient pattern to start with and why?

3. By looking at the class chart, can you predict what the average of 36 rolled dice is?

.


BIG SUMS

COUNTING SHEET

30 20 10

30 20 10

30 20 10


BIG SUMS

RECORDING SHEET CLASS SUMS

150+ 150-141 140-131 130-121 120-111 110-101 100-91

Class data collected on smartboard.

Grade 2 Class Graph


36 SLAM DUNK LEVEL: 3 up

SKILLS: multiplication, products to 36, learn terms "factor" and "product", developing outcomeschart for 'x' multiplication, learn commutative property of multiplication

PLAYERS: 2 (1 vs 1)

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

GOAL: to have the most dice in the “racetrack” at the end of the game

GETTING STARTED: Each player takes 18 dice of one color and picks a side of the dice tray to be their “racetrack”. Each player picks up a pair of dice, rolls, and calculates their product. The player with the greatest product puts their dice into their side of the “racetrack” and the player with the least product tosses their dice into the lid.

EXAMPLE:

Both players verbalize their products and Player One says “30 is a greater product than 18”

Players each pick up another pair of dice, roll and compare their next products. In the event of a TIE or EQUAL PRODUCT – both players put their two dice into their side of the tray.

Play continues until both players’ 18 dice have been rolled out. The player with the most dice on their side of the “racetrack” wins.

Player One x = 30

Player Two x = 18

MATH TALK

Students can touch the pips and pattern skip count to find their products.

ie

x = 5, 10, 15, 20, 25, 30

Touching the 6 pips as they count.


36 SLAM DUNK

Note students using correct > < when recording and comparing their products.

Note students use of proper math vocabulary. We would have students record the word PRODUCT in their glossary/journal.


36 SLAM DUNK MATH JOURNAL WORK AND EXTENSIONS:

1. Together with the class, create the outcomes chart for all possible products that can be rolledwith two regular spotted dice:

2. Explore patterns on the multiplication chart such as the following:

ODD x ODD = ODD PRODUCT - color blueODD x EVEN = EVEN PRODUCT - color yellowEVEN x EVEN = EVEN PRODUCT - color red

3. Analyze the multiplication outcomes chart and color using the code above. Are there moreodd or even products?

4. Have students explore the commutative property of multiplication that states "the product staysthe same when the order of the factors is changed".

5. See 72 SLAM DUNK on page 107 for a more challenging variation of this game.

6 x 4 = 4 x 6

X = X


36 SLAM DUNK

PLAYER ONE

PLAYER TWO


SLAM DUNK WITH REGROUPING LEVEL: 2 up

SKILLS: two-digit addition with regrouping, three-digit addition with regrouping

PLAYERS: 2 (1 vs 1)

EQUIPMENT: tray of dice (each player needs 16 of their own color for two-digit work, or 18 oftheir own color for three-digit work), recording sheet

GOAL: to have the most dice in the “racetrack” at the end of the game by creating the greatestpossible sum

GETTING STARTED: Each player takes 16 dice of one color and picks a side of the dice tray to be their “racetrack”. Each player picks up four dice, rolls them and creates 2 two-digit numbers. Players may choose to arrange their dice in any way in order to create the best two numbers that, when added, create the greatest sum.

The player with the greatest sum puts their dice into their side of the racetrack, and the player with the least sum tosses their dice into the lid. Both payers verbalize and record their sums.

EXAMPLE:

PLAYER ONE PLAYER TWO PLACES DICE IN RACETRACK

MY ROLLS

6 3 2 5

6 3

5 2

1 1 5

MY ROLLS

6 5 2 1

6 2

5 1

1 1 3

>


SLAM DUNK WITH REGROUPING

In the event of a tie, both players put their four dice into their side of the tray.

Play continues until both players’ 16 dice have been rolled out. The player with the most dice on their side of the “racetrack” wins.

VARIATIONS: 1. Players can roll:

5 dice OR 6 dice

Build three-digit hundred’s numbers before comparing for the greatest sum.

2. Have students discuss and write about their strategy for building the greatest sum.EXAMPLE: Look for the greatest rolls and place them in the “tens” position, or "hundreds"position if rolling bigger numbers.

3. Subtraction – start with four dice, subtract for least difference.EXAMPLE: Which arrangement makes the least difference?

6 5 4 1

6 4

5 1

1 3

6 1

5 4

7

OR OR

5 1

4 6

5



MY ROLLSMY ROLLS

MY ROLLSMY ROLLS

MY ROLLSMY ROLLS


PRIMARY SUPER MUSH LEVEL: K – 2

SKILLS: fact fluency, addition facts to 12, number patterns

PLAYERS: 2 (cooperative team)

EQUIPMENT: 1 tray, recording sheet

GOAL: to fill up the tray with 36 dice matching the selected fact family

GETTING STARTED: The teacher selects a fact family for teams to work on:

Simple Sixes Terrific Tens Successful Sevens Enormous Elevens Easy Eights Tremendous Twelves Nifty Nines

All dice are removed from the tray and “super mushed” – i.e. scrambled all together and rolled for about 20 – 30 seconds. The teacher calls stop and the dice are then set for the activity. Together both players now hunt for combinations of dice that match the set fact family and place them into the tray.

EXAMPLE:

Round of Easy Eights:


PRIMARY SUPER MUSH VARIATIONS:

1. Once students have developed fluency with patterns 6 – 12, have them try the followingactivity:

• Big Sums (p.120)2. In primary grades, we usually focus on 2 and 3 part addition. By the end of grade 2, we also

do 3 part mixed operations. Grade 3 and beyond, we increase the complexity to 4 – 6 partmixed operations. Increase the level of difficulty when students are ready.

3. For an extra challenge, go beyond Tremendous Twelves. Use the blank board to try numberslike Excellent Eighteens or Tricky Twenties. To encourage subtraction, try lower numbers likeTiny Twos or Fancy Fours.

MATH JOURNAL WORK AND EXTENSIONS: 1. Students can be very creative problem solvers as they fill up their tray and have fewer choices

and/or spaces left to use. As spaces fill up they may “share” open spaces as follows:

Easy Eights

Players put a 3 in here, and made 4+1+3 in a corner.

Players can share the 4 from the 4+ 2+1+1 sentence, and the 1 from the 3+4+1 sentence, using them to make a new combination for 8.

4

1 3


PRIMARY SUPER MUSH

TREMENDOUS TWELVES

_________________


BETWEENERSLEVEL: Grade 3 - 4

CONCEPTS: ordering whole numbers and decimals, analytical thinking

PLAYERS: 3 or 4

EQUIPMENT: 1 x 3-in-a-cube die per player, 1 recording sheet per player

GOAL: to have a between number in each round

GETTING STARTED:To begin, each player records the names of all the players in the round on their recording sheets. All players shake their 3-in-a-cube die. On STOP players peek at their die, mentally figure all possible 3-digit numbers they can make from their roll and then record one of the possibilities next to their name on their recording sheet. Players then announce their numbers and record every player's number next to that player's name on their gameboard. Players compare all the recorded numbers in the round.EXAMPLE:

"John's 456 is greatest. Jane's 321 is least. Norm's 415 is between 321 and 456." Players circle 415 and Norm earns a point for the round.

Player Roll Number

John 4,5,6 456Jane 1,2,3 321Norm 1,4,5 415

STRATEGIZING...

math thinking

John: "456 is the least I can make but has the best chance to be the between number for the round."

math thinking

Jane: "321 is the greatest I can make but has the best chance to be the between number for the round."

math thinking Norm: "541 is too large to win,

145 is too small to win, my best chance is either 451 or 415. 415 is closer to the middle and is my best chance to be the between number.

1. Four Player Version - Rules and scoring remain the same, however there can be twobetween numbers in a round, with two players earning points if their numbers fall betweenthe greatest and least for the round.

2. Students must place a decimal point in their number (eg roll 4,6,1 - 46.1, 4.61, .461)Rules and scoring remain the same.

rule twis

t


BETWEENERS

1. Players use their three numbers in a math sentence with the goal of having their answer beingbetween the answers of their opponents.

middleyears

Player Roll Number

John 4,5,6 5 × (6 - 4) = 10Jane 1,2,3 (2 + 1) × 3 = 9Norm 1,4,5 5 + 4 - 1 = 8

EXAMPLE: math thinking

John: "What makes a good BETWEEN answer? I'm thinking something between 8 and 15."

math thinking

Jane: "3, 2 and 1 are small numbers so I need to maximize the answer I can get with them."

math thinking

Norm: "Answers around 7 or 8 have been winners in the past few rounds so I want an answer close to those."

math talk

John: " I first subtracted 4 from 6 so I had to place that in parentheses. I then multiplied the difference of (6-4) by 5 to get an answer of 10."Jane: "I placed 2+1 in parentheses because I wanted to have that done first so I could multiply the sum of (2+1) by 3 to give me a product of 9 for an answer."Norm: "I added 5+4 to get 9 then subtracted the 1 to get a final answer of 8."

Jane scores 1 point for having the "between answer".

scores 1 point

JOURNAL WORK & EXTENSIONS:1. Explain what would be the ideal between number if you used two 10-sided double dice?

1. Players must make the largest number they can with their roll. They compare their numbers and theBETWEEN number wins a point.

2. Players roll one 10 sided double dice and play a 10's and 1's version. Players must decide which die(inside or outside) will represent the 10's and 1's place. Rules and scoring remain the same.

primary


BETWEENERS & CUBIC MYSTERY RECORDING SHEET

PLAYER ROLL NUMBER

PLAYER ROLL NUMBER PLAYER ROLL NUMBER

PLAYER ROLL NUMBER

PLAYER ROLL NUMBER

PLAYER ROLL NUMBER PLAYER ROLL NUMBER

PLAYER ROLL NUMBER


games for fluency for 2nd 3rd grade - smart … · games for fluency for 2nd & 3rd grade john...

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