30 Maths Games

Catherine Connolly Prim-Ed Publishing

30 maths games for lower primary

Copyright Notice Published by R.I.C. Publications® 1996 Revised 2012 Copyright© Catherine Connolly 1996 ISBN 978-1-86400-254-6 PR–2411

A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Titles available in this series: 30 maths games for lower primary (Ages 5–7) 36 maths games of chance and strategy for lower primary (Ages 5–8)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited.

If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Foreword 30 maths games for lower primary (Ages 5–7) is a teacher resource book of fun, hands-on board games which provide opportunities for students to acquire and practise mathematical skills in Pre-number, Early number, Number and Measurement. The variety of photocopiable games in the book provides tactile opportunities to use knowledge in a relaxed ‘play’ situation without memorising or tedious rote learning.

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Another R.I.C. Publications® title you might want to check is: 36 maths games of chance and strategy

Section – Early number 13 Snail ............................................... 27–28 14 Space Invaders® ............................. 29–30 15 Numbered Teddy Bear ..................... 31–32 16 Birthday Cake ................................. 33–34 17 Apple Tree ....................................... 35–36 18 Frog ................................................ 37–38 19 The Princess and the Pea ................ 39–40 20 Truck .............................................. 41–42 21 Nest ................................................ 43–44

Book format ............................................... iv – v Introduction ..............................................vi – vii Basic game-playing rules ............................... viii Using the games ......................................viii – ix Making the games ..................................... ix – x Suggestions for organising the games ....... x – xi How it works ................................................... xi Parent Paired Maths Record .....................xii – xiii Loan sheet for borrowed games ..................... xiv Language cards .......................................xv – xix Letter to parents ............................................. xx Throwing the dice and rules of play ............... xxi Thank you cards for parents ......................... xxii Congratulations cards for students.................xxiii Checklist for parents .....................................xxiv

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Section – Number 22 Mushroom House ............................ 45–46 23 Spaceship/Train .............................. 47–50 24 House ............................................. 51–53 25 Hen ................................................. 54–55 26 The Racetrack ................................. 56–58

Section - Pre-number # Game 1 Balloons .............................................. 1–2 2 Slowcoach .......................................... 3–4 3 Baby Bear’s Bed .................................. 5–6 4 Humpty Dumpty .................................. 7–8 5 Coloured Lids ...........................................9 6 Lollipop ............................................. 9–10 7 Clothesline ...................................... 11–12 8 Teddy Bear...................................... 13–14 9 Beehive........................................... 15–17 10 Lunchbox ........................................ 18–19 11 Setting the Table ............................. 20–22 12 Baker’s Shop – Toy Shop ................. 23–26

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Section – Measurement 27 The Longest Train............................ 59–60 28 The Longest Snake ......................... 61–62 29 The Tallest Sunflower ...................... 63–64 30 Clock .............................................. 65–66 Variation activities – cards ........................ 67–70 References ......................................................71

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30 maths games for lower primary

Book format – 1 Pre-number

Balloons Aims 1. To reinforce recognition of colours pink, yellow, blue, red, green and purple 2. To give practice in matching What you need: t One ‘Balloons’ baseboard per player t Six balloon shapes per player backed with cardboard and coloured in the above colours. Use the ‘Balloons’ baseboard as a template for the balloon shapes. t A six-sided dice featuring six colours: pink, yellow, blue, red, green and purple.

Use a wooden cube coloured with marker pens.

Number of players Two or three How to play Each player takes a baseboard. They take turns to throw the dice, putting a balloon on their baseboard according to the colour thrown. The winner is the first person to cover and match all of his/her balloons correctly. The game can be extended by playing it in reverse. This time the winner is the first player to remove all of his/her balloons from the baseboard.

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Game 13

Snail baseboard

Game 3

Pre-number

Baby Bear’s Bed

Aim To reinforce colour recognition (any six colours of your choice)

What you need: t A ‘Baby Bear’s Bed’ baseboard for each player. The colours you have chosen are painted or glued onto each baseboard. As there are twelve quilt patches on each baseboard, each colour is repeated twice per board, i.e. any one board will have two reds, two yellows, etc. t A set of twelve quilt patches in the six different colours for each player. t A six-sided dice, featuring the six colours used on the baseboards. Use a wooden cube coloured with marker pens.

Number of players Two or three

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How to play Each player takes a baseboard and twelve patches (two sets of six different colours each). They take turns throwing the dice and placing a patch according to the colour thrown. The first player to cover all the patches on the baseboard wins.

Variation This game can be played without using a dice. Place the pile of patches face down between the players. They take it in turns to remove a patch from the top of the pile and place it on the corresponding patch on the bed. If there isn’t any place for a patch on the baseboard, a new pile is started near the original pack.

Again, the first player to cover all the patches on the baseboard is the winner.

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Most games include: • full instructions • a baseboard.

Each instruction page provides information about: • the aim of the game • what you need – details of the equipment needed to play the game • the number of players needed to play the game • how to play – instructions for playing the game.

Some games are accompanied by variations, notes or extension activities.

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Game 5

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Coloured lids

Aim To reinforce colour recognition and memory skills

What you need: t Tops from various aerosol cans. For example fly-killer, oven cleaner, furniture polish or deodorant cans. You will need purple, orange, pink, blue, green and yellow lids. t A six-sided dice, featuring the colours of the six lids you have chosen. Use a wooden cube, coloured with marker pens.

Number of players This game can be played by two or three players, or it can be used by the teacher as a five minute filler with the class group.

How to play Find six items in the classroom, small enough to fit under the aerosol lids you have collected. For example, a building block, a bead or a cube. Hide these objects under the lids, letting the children see which object goes under which lid. Move the lids around for a few seconds. Appoint one child to throw the dice. The child calls out the colour thrown. Ask the class ‘Can anyone remember what is under the x lid’. If a child answers correctly, remove the lid from the game. Continue until all of the lids have been removed.

This game costs nothing to make and is quite enjoyable to play.

Game 6

Pre-number

Lollipop Aims 1. To reinforce one-to-one correspondence and, incidentally, the cardinal aspect of numbers (1–5) 2. As a vocabulary exercise, giving a practical example of the words ‘full’, ‘empty’, ‘inside’, ‘outside’, etc

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Each baseboard is simply illustrated and can be easily photocopied, coloured and laminated for use. All can be enlarged for ease of use.

Each is clearly labelled so teachers can match the baseboard to the corresponding game instructions.

Some games, such as the ‘Coloured lids’, do not have a baseboard but have full instructions and examples to assist the teacher.

What you need: t Two ‘Lollipop’ baseboards. t Five broad beans in a shaker with one side painted or coloured. Alternatively, you could use counters or coins with one side marked. t Twenty tops from two-litre plastic milk containers. You could paint these in several different colours to add visual appeal.

Number of players Two How to play Each player takes a baseboard. Players take turns to throw the beans, putting ‘lollipops’ in their jar according to the number of beans which land coloured side up. The game is over when all the spaces for the lollipops have been filled. The first player to do this is the winner. The game can also be played in reverse.

Variation As the childrens’ competence and familiarity with numbers increases you could introduce a bigger jar to hold twenty lollipops.

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30 maths games for lower primary

Introduction Board games have long held the public’s interest. Not only are they fun, they play an important role in harnessing the impulse for play in young children to develop and consolidate mathematical concepts.

Mathematics is about the acquisition, understanding and application of skills. As, the Cockcroft report (1982) states: ‘All pupils need opportunities to practise skills and routines which they have recently acquired and to consolidate those which they already possess so they may be available for use in problem solving.’

(Paragraph 248).

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However, the report further urges that mathematics be presented as a subject for use and for enjoyment. To provide meaningful and interesting mathematical experiences for all learners, teachers need to be flexible in their selection of teaching strategies, materials and reinforcement methods. Mathematical board games, used in the classroom or in the home, provide an opportunity through play for the acquisition and practice of basic skills by students from a wide spectrum of ability, learning readiness and interests.

Due to the shorter attention span of most young learners, a lot of repetition of basic concepts is required both to anchor and retain those concepts. Repetitive memorising is tedious, with the onus of responsibility on the teacher to provide this constant consolidation. The variety of games within this book provides the less able child with much-needed repetition. Games can make repetitive memorising interesting, while helping to reinforce lightly held knowledge. While playing the games, children are relaxed and have a good learning disposition. Crucially, the element of chance inherent in the games allows equalisation of opportunity, so that a less able child can succeed. Combining dice allows the games to be played at varying levels of difficulty so that more able children are constantly being challenged. The visually appealing, exciting and tactile aspects of the games ‘respect’ the brain’s learning patterns by providing sensory, emotional and physical involvement in learning. Hannaford (1995) calls this ‘the elaborate interplay of brain and body in learning’.

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• aiding the development of visual, motor and memory skills • promoting a desire for competence.

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Mathematical board games simultaneously satisfy many of the pedagogical, psychological, sociological and emotional needs of young learners by:

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• learning opportunities for the visual, auditory and kinaesthetic learner through the use of artwork, social interaction and movement • excitement and challenge at varying levels of difficulty • a happy, purposeful and intrinsically motivating activity taken at a child’s own pace and an activity in which children are actively involved • ownership of the learning process and reduced dependence on the teacher • instantaneous and self-evident feedback (because the child will either win or lose).

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Board games also: • • • • • • •

cultivate a positive attitude towards mathematics encourage persistence, perseverance and a ‘try again’ mindset … all attributes of the self-regulated learner promote acceptance of victory, defeat and reversals of fortune; e.g. unexpectedly getting a zero stimulate mathematical discussion often after the event provide a face-saving device for the losing player through the use of dice promote mental computations; for example: ‘I need three more to reach the end’ focus a player’s process skills, such as implementation, application, communication and expression, integration and connection, understanding and recall • provide numerous counting opportunities • have enough structure and rules to satisfy the learner’s security needs … yet are open-ended.

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From a school perspective, they:

promote parental involvement through paired maths games activities allow the teacher, through observation, to identify gaps in learning and rectify them link with existing mathematical structures as well as having cross-curricular links ensure high participation levels as the competitive element inherent in the games ensures the undivided attention of most players • allow older school students and ‘buddy class’ members to work with younger children on a fun activity.

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For photocopiable resources and more information on the theory and practice underlying paired maths, and for an international perspective on this approach, read Topping and Bamford (1998) and Topping, Bamford et al (1998). Refer to the references on page 71 at the end of the book.

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30 maths games for lower primary

Basic game-playing rules It is important to establish basic ground rules for playing games. These rules are best learnt initially with two-player games as there is less confusion about turn taking. Praise children who play by the rules and treat others fairly.

Play depends on whatever symbol of the dice lands uppermost.

Wait for your turn and when it comes, do not take several turns at once.

Play does not resume until the previous player has completed his or her turn.

If a numeral or space is already covered, play passes to the next player.

When each individual play is completed, place the dice back in the shaker and pass it to the next player.

Accept that things will not always go your way.

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Using the Games

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In the classroom Where there is more than one game dealing with the same teaching point, start with a game you think the children will like, and over a period of time add to your collection. As your collection increases, rotate the games to retain children’s interest. Games can be slotted into the timetable as one of your play activities in the afternoon or morning.

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It is important that games are easily accessible so that children can collect and return them with as little help as possible. Praise children who put games away in an orderly manner. Games could be stored in individual plastic wallets on a designated maths table.

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Games are pictorial representations of the ‘real thing’, and it is presumed that a lot of concrete work will precede the use of these games; for example, talking about food, healthy eating, colours, items of clothing or showing real items of food.

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You might decide to keep the dice in a special container on your desk. Ensure that children return the dice to that container while you oversee the return.

This reduces the number of dice going astray.

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In relation to number work, nothing can replace children working with concrete materials as a foundation for the important mathematical concepts of counting and numeration, number operations, spatial awareness, algebra (recognising patterns in numbers), fractions, comparing and ordering, place value, length and classifying objects by shape. The purpose of the games in this book is to consolidate such work in an exciting and pleasurable way.

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For paired maths Paired maths follows the same format as shared reading. It is a system for parents, or sometimes older students, which allows them to interact with children using structured mathematical material. It is a gamebased approach with a focus on:

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• parental involvement by harnessing the interest, energy and enthusiasm of parents in their child’s development • developing a positive attitude to mathematics in all parties involved through the use of stimulating activities or materials • learning in a social context through human support, interaction and feedback—something that is difficult to replicate on a computer • equality of opportunity among players, with the element of chance introduced through the use of dice • equality of access for all children and their families, including special needs children • discussion, often after the event, and the promotion of mathematical vocabulary. Each game has a list of keywords. Over the course of the use of this book, it is hoped that children will be cumulatively exposed to a range of appropriate mathematical language • self-selection of games by participants to maximise relevance and individuality of learning.

Any or all of these points can form the basis of evaluation of a six-week program with a group of 10 children at a time.

© R. I .

C.Publ i cat i ons Making the games •f o rr evi ew p ur po sesonl y•

The games in this book are easy to create by using a photocopier, coloured card and paper.

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1. Photocopy the chosen game onto brightly-coloured cardboard, such as yellow, to create a good background, enlarging them if required.

2. Photocopy the game again onto another colour cardboard of your choice—fluorescent pink, green or orange.

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3. Cut out and paste items from the second copy onto the outlined background cardboard. Introduce as many or few colours as you like. For some games, such as the ‘Space Invaders® game’ and the shrubbery surrounding the ‘Racetrack game’, it is best to add colour with markers or poster paint. This reduces unnecessary consumption of paper.

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4. From this ‘Master copy’ of the game make as many duplicates as required using a colour photocopier.

5. Photocopy the instructions for play and insert into wallet as a separate sheet.

6. Laminate the game for durability, or cover it with clear adhesive plastic.

7. Store the game with two baseboards, game pieces, counters, language cards, dice and a shaker in a large zipped plastic bag or wallet, or similar container. (Shakers can be made from the recycled tops of bottles, such as fabric conditioner, shampoo, or roll-on deodorant. Counters can be sourced from recycled lids of milk, fruit juice bottles or similar.)

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Notes • Lost game pieces can easily be replaced by photocopying replacements from the game in this book. It is advisable to have extra game pieces and dice set aside to speed up replacement.

• Specialised 10-, 12- and 20-sided dice are available from many educational catalogues. Instead of using 10- or 12-sided dice, you may wish to combine two 0-to-5, or 1-to-6 dice. It is helpful if one of those dice has numerals and the other has dots. Ask the children to start with the numeral and count on using the dots. Instead of a 20-sided dice, you can combine two 10-sided dice. Spinners are an option, but should only be used as a last resort as they do not generate the same levels of excitement and anticipation as dice.

• If you intend to use additional commercially-purchased games and want to be sure of their value, a good game has the following criteria: ~ visually attractive ~ enjoyable ~ age-appropriate ~ brief (lasts about 5 minutes) ~ robust ~ allows for extension work ~ inexpensive to replace ~ not like schoolwork ~ easy to follow the rules ~ well packaged ~ easily handled ~ a task with a clear mathematical objective ~ compact in size (preferably A4 for ease of transport and storage).

• You may find it easier if you can share the workload or create resources with a colleague in your own or another school.

• • •

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•

Divide your games into categories; for example: Pre-number, Early number, Number and Measurement Allocate a colour (such as red, blue and green) for each category.

Grade each game according to difficulty within each category, using the numbers 1 to 3 and so on.

Place a sticker or coloured dot on each plastic wallet according to the category and level of difficulty; for example: Red 1, Red 2, Red 3.

Collate the games wallets. Each wallet could contain: ~ two game baseboards ~ game pieces or counters ~ dice and shaker ~ language cards (Refer to pages xv – xix.) ~ a parent checklist of items to return. (Refer to page xxiv.) ~ throwing the dice and rules of play ~ instructions for play Store the games in matching coloured containers, available from discount stores.

Photocopy the ‘Parent Paired Record’ booklet (see pages xii – xiii.) and give copies to parents. Parents sign the ‘Paired Maths Record’ when a child borrows a game, and when the game is returned to school.

Photocopy the letter to parents on page xv to give to each parent before any games are taken home.

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• • • •

Suggestions for organising © R. I .

C.P ubl i cat i ons the games •f orr ev i ew p ur posesonl y•

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Suggested game categories Pre-number

• Snail • Space Invaders® • Numbered Teddy Bear • Birthday Cake • Apple Tree • Frog • The Princess and The Pea • Truck • Nest

Number

Measurement

• Mushroom House • Spaceship/Train • House • Hen • The Racetrack

• The Largest Train • The Longest Snake • The Tallest Sunflower • Clock

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• Balloons • Slowcoach • Baby Bear’s Bed • Humpty Dumpty • Coloured Lids • Lollipop • Clothesline • Teddy Bear • Beehive • Lunchbox • Setting the Table • Baker’s Shop – Toy Shop

Early number

The children choose a game once each week (or more often if the need arises). They should keep the game for up to a week, but if it is boring or unsuitable it should be changed as soon as possible.

• Decide what time of day games will be chosen and checked in or out—mornings or afternoons.

• Oversee returns, check for missing pieces, answer questions, listen to experiences, and troubleshoot as required.

• Use the loan sheet provided to track who has what.

• Have a ‘no blame’ policy with regard to missing pieces and dice, but stress the need to take care of games and ask to be notified if things go missing.

• Parents sign ‘Paired Maths Record’ when the child is finished with the game, the game is returned to school, and a new one chosen.

• You may decide to have a formal launch or explain the Paired Maths Program to parents in a letter. (Refer to page xx.)

• You could start in the middle of the year or at the beginning of the final term to revise or consolidate maths concepts. Present certificates and ‘Thank you’ cards at the end of the six-week program, if desired.

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30 maths games for lower primary

Possible student w e i comments: ev Pr

Enjoyable

Interesting

Too easy

Too difficult

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Parent Paired Maths Record – front and back covers

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Student picture

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Parent Paired Maths Record

Name ww

Class

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Parent Paired Maths Record – inside pages

Comments Name of game

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Parent’s signature

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Comments

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Date

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Parent’s signature

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Date

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Loan sheet for maths games borrowed and returned Category Colour Name of child

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Put in number of game taken. Tick on return.

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R.I.C. Publications® • www.ricpublications.com.au

on/off wall pattern design match exactly stripes lines dots wavy diagonal lines straight left right (arms) How many stripes/stars/triangles/ovals/star shapes can you see?

How many more do you need to get to win?

How many altogether? one two three four five six seven eight nine ten eleven twelve Play game in reverse.

Coloured Lids cylinder shape under next to beside shuffle hide uncover Can you guess/remember?

Which one?

Who can?

Play game in reverse.

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Humpty Dumpty

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fast/slow in front of/behind beside next to start/finish first/last in the middle rectangles a long time/a short time flat along straight almost there different colours match my turn next again not again red blue yellow green purple pink white brown

Baby Bear’s Bed

on the bed rectangles rows across/down red green yellow pink How many patches have I got?

How many more patches do I need to get? match patches are exactly the same size flat thin least most top/ bottom row the same amount of more/less edge asleep/awake How many triangles can you see?

How many rectangles can you see altogether? one two three four five six seven eight nine ten eleven twelve Play game in reverse.

in bed corners blue purple

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Slowcoach

inside/outside empty/full lid on/off in/out alike see through the jar clear transparent How many lollipops/circles? round straight/curved bottom/top of jar closed the same size first last next again one two three four five six seven eight nine ten Can you see any cylinder shapes?

How many have you got?

How many more do you need?

Lollipop

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white yellow blue red green purple one two three four five six next beside same size and shape How many? bunch one more all nearly all round curved circles more/less start/finish first/last thin/thick flat no lines/corners Which one’s are missing?

How many have you now?

How many more do you need to get?

How many have you altogether?

Play game in reverse.

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Balloons

Language cards – 1

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30 maths games for lower primary

30 maths games for lower primary

My favourite food is ___. soft/hard chewy/crunchy smooth eat some of it now/later I have four items in my lunchbox. two more to go match Which containers have/have not got corners? airtight next to beside inside bigger/biggest holds more/least first/last natural/processed edges straight/curved full/empty half circle triangle one two three four five six How many? count How many more do you need?

Play game in reverse.

Setting the Table

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My favourite food is ___. plate in the middle fork is to the left knife is to the right spoon is on top match same length full/empty hot/cold first next last on off metal glass ceramic sausages peas beans chips fried egg match How many have you got?

How many more do you need? set the table How many more do you need to win?

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Lunchbox

ear eye nose mouth arm leg paws feet right/left side pairs match How many pairs of eyes/ears/arms/legs/buttons/ paws/feet do you see?

How many more do you need to win?

Count what you have.

Beehive left/right over/back in a row forwards towards the beehive next to beside in front of behind together centre middle far left/right onto on in the direction of start/finish first/last next stem petals short stem longer stem far/near Can you count the leaves?

How many pairs of leaves do you see altogether? skip counting in 2’s … 2, 4, 6, 8 … nearly there not far to the end How many more do you need to get to win?

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Teddy Bear

sort match gingerbread buns rolls doughnuts loaf pie How many? one two three four five six seven eight nine ten top row middle row bottom row How many going across in each row?

Going down in each row? next to beside between start/finish first/last favourite under above large/small open/closed can move with/without wheels has/has no corners soft/hard sweet/savoury How many more do you need to win?

Baker’s Shop/Toy Shop

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trousers T-shirt shorts socks washing machine first second third fourth fifth last high off the ground dog is on the ground next to beside between before putting on/taking off in the middle straight/upright curved top/ bottom wet/dry across no more room left? count match How many have you got?

How many more do you need?

Play game in reverse.

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Clothesline

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R.I.C. Publications® • www.ricpublications.com.au

Who has the most/least? first/last How many? zero place put on take off middle flat one two four five seven eight ten compare

start/finish count remove top curved three six nine some/different

Apple Tree

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Who has the most/least? start/finish first/last How many? count compare same/different place remove put on take off trunk branches leaves canopy bark one two three four five six seven eight nine ten zero nothing for zero How many apples have you got altogether?

Play game in reverse. start with …

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Birthday Cake

ears eyes nose mouth legs paws feet buttons How many pairs of ears/eyes/etc. do you see?

How many spots on Teddy’s face? count them How many altogether? add together makes count on right/left paw match

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earth planet space circles round pointed curved corners edges rows across down up above below beside next to closest furthest away match one two three four five six seven eight nine ten next time Do you have a match?

How many more do you need to win? zap

Who has most/least? start/finish How many? count compare Are they the same/different? remove place put on take off compare zero How many for zero? none one two three four five six seven eight nine ten How many have you altogether?

Play game in reverse. start with …

Frog

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smooth/rough (texture of shell) more/less most/least circles one two three four five six seven eight nine ten slow/fast lowest/highest number? beside next to first/last space covered? already covered Do you have a match? next time How many more do you need to win?

Numbered Teddy Bear

Space Invaders®

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Snail

Language cards – 3

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odd even numbers one two three four five six … nineteen twenty counting forwards/backwards on number line add altogether makes subtract take-away minus even How many more?

How many altogether? total count How many more do you need? circles

Spaceship/Train

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up/down ladder top/bottom start first finish last rungs spaces in between steps behind beside next to ahead in front of (train) middle centre right/left forwards/backwards nearest farthest away almost there next time How many more do you need to get?

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Mushroom House

Nest full empty turn over on reverse side count fly away How many?

How many more? hatch How many left to cover/hatch/fly away?

I need __ more ovals. one two three four five six seven eight nine ten How many pairs of feet on the chicks? skip counting in 2’s to twenty (2, 4, 6, 8, 10, 12, 14, 16, 18, 20) top/middle/bottom row split/share How many more do you need? start/finish first/last next The game is finished/complete.

Teac he r

put in order start with finish with first second third fourth fifth last beside next to between front/back fast/slow rectangle horizontal (across) compare match Play game in reverse. circle How many circles/rectangles do you see?

Play game in reverse.

The game is finished/complete.

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put in order start with finish with first second third fourth fifth last on top of underneath under over between pile All the mattresses together are heavy.

Play game in reverse. wait a short/long time pea is tiny but hard Which one do you need next?

Who got the most/least? vertical (going up) compare match Play game in reverse.

The game is finished/complete.

Truck

rectangles circle (knob) over the door right/left of door Which one do you need? beside next to between high/low the same amount not enough same/different shape corners/lines The game is finished/complete.

House

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The Princess and the Pea

Language cards – 4

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tall taller tallest short shorter shortest same/equal height compare match right/left of stem stem flower petals centre/middle How many veins on each leaf?

Count them.

Which sunflower is the tallest/shortest?

By how much?

How many more pieces to make them both the same? start/finish next/last

The Tallest Sunflower

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long longer longest short shorter shortest compare match equal in length right/left place your card start/finish next last Which snake is the longest/shortest?

By how much?

The Longest Snake

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start/finish first/last track corners/bends bonus penalty extra turn soon not yet moving forward/towards I need __ to win.

The Longest Train

long longer longest short shorter shortest compare equal in length match right/left start finish next last How many red/blue carriages on train?

How many more/less red ones than blue ones?

How many red and blue altogether?

Which train is the longest/shortest and by how much?

Count the wheels/spots on all the carriages.

Skip count in 2’s.

Teac he r

The Racetrack

o’clock hours half past hands shorter longer, centre round circle time for Breakfast is at .

Lunch is at .

School starts/finishes at . Bedtime is at .

My favourite TV show is at . morning afternoon evening night takes longer/less time first/last to finish What time is it now?

What time does this clock show?

What time will it be in an hour’s time?

What time was it an hour ago?

How many hours later will it be when it is 4 o’clock? today yesterday tomorrow before after next soon early/late quick(er) slow(er) slowly Hands move in this direction.

Clock

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oval shape compare Are they the same? check your answer easy/difficult start/finish How many have you got?

How many more do you need to get? match The game is finished/complete.

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Hen

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30 maths games for lower primary

Letter to parents Dear parents You are invited to participate with your child in a Paired Maths Program. This program is hugely beneficial to children if parents become involved in, and support, their child’s learning at school.

Paired maths involves the parent spending five to 10 minutes each day playing a mathematical game with their child. The emphasis is on having fun while learning.

The program will run for approximately six weeks, with a group of 10 children at a time.

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How the program works On

day of week/time

, your child selects a mathematical game from a selection at school.

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Each game is stored in a plastic wallet or storage bag which includes the game, instructions, dice and a shaker; a Paired Maths Record for you to sign when you have finished the game; and a language card which provides a set of mathematical words you might use during and after the game. (Many of the words will occur naturally during the course of play.)

The game may be kept for up to one week, but if it proves unsuitable it can be changed the next day.

The games are categorised, and it is advisable that, over the course of the six-week period, your child chooses at least one game from each category.

How to make the experience more enjoyable:

• Choose a time and place when you and your child are relaxed, comfortable and without distractions.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Spend five to 10 minutes playing the game, but if the game is enjoyable, continue for a longer time.

• If the game is uninteresting or too difficult, you don’t need to continue.

• Show your child how to use the shaker properly and follow the rules of play. (Refer to notes.)

• Make the experience as enjoyable as possible and discuss the game after play is finished.

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• Sign the record booklet, replace the game with all the game pieces in the storage bag or wallet, and return it to your child’s school bag.

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• Report any missing pieces or dice to the teacher so the items can be replaced and the game is ready for the next player.

How to take care of the games

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Encourage your child to take care of the games by:

• making sure his or her hands are clean before starting to play • not eating or drinking while playing the game

• keeping the game, dice, shaker and language card in the plastic bag or wallet when not in use • trying not to lose the dice, or placing it in his or her mouth.

Yours sincerely

Class teacher

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Throwing the dice and Rules of play Throwing the dice Cover the shaker (tops of deodorant, hairspray or other aerosol cans) with your hand.

Shake and turn shaker upside down onto desk or floor. Lift shaker and read the number on the uppermost side of the dice.

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If noise is a problem, place some cotton wool or tissue inside the bottom of the shaker.

• Your move depends on the symbol which lands uppermost on the dice.

• Wait for your turn to come and then take one turn only.

• You must finish placing your piece or counter before the next player throws the dice.

• If a number or space is already covered, skip your turn and give the dice to the next player.

• When you have taken your turn, place the dice inside the shaker and hand it to the next player.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Throwing the dice

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Cover the shaker (tops of deodorant, hairspray or other aerosol cans) with your hand.

Shake and turn shaker upside down onto desk or floor. Lift shaker and read the number on the uppermost side of the dice.

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If noise is a problem, place some cotton wool or tissue inside the bottom of the shaker.

o c . c e • Your move depends onh thee symbol which lands uppermost onr the dice. o t r s s r uonee • Wait for your turn to come and then takep turn only.

Rules of play

• You must finish placing your piece or counter before the next player throws the dice.

• If a number or space is already covered, skip your turn and give the dice to the next player.

• When you have taken your turn, place the dice inside the shaker and hand it to the next player.

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Thank you cards for parents

Thank you Teac he r

Class teacher

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r o e t s Bo r e p ok u S for your help with the Paired Maths Program.

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Congratulations cards for students

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r o e t s Bo r e p ok u S participated in Paired Maths and You have games.

successfully completed Well done!

Class teacher

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o c . e You havec participated in Paired Maths and her r o st games. super successfully completed Well done!

Class teacher

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Checklist for parents Checklist for parents

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Checklist for parents

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When returning the plastic bag or wallet containing the game, ensure the following items are included: • game baseboard • game pieces, such as cards • dice and shaker • language card • play instruction card (if not already glued to the back of the game) • throwing the dice and rules of play.

When returning the plastic bag or wallet containing the game, ensure the following items are included: • game baseboard • game pieces, such as cards • dice and shaker • language card • play instruction card (if not already glued to the back of the game) • throwing the dice and rules of play.

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Checklist for parents . te o When returning the plastic bag or wallet containing the game, ensure c . ch e the following items are included: r e o r st super • game baseboard • • • • •

game pieces, such as cards dice and shaker language card play instruction card (if not already glued to the back of the game) throwing the dice and rules of play. xxiv

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Game 1

Pre-number

Balloons Aims 1. To reinforce recognition of colours pink, yellow, blue, red, green and purple 2. To give practice in matching

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Number of players Two or three

How to play Each player takes a baseboard. They take turns to throw the dice, putting a balloon on their baseboard according to the colour thrown. The winner is the first person to cover and match all of his/her balloons correctly. The game can be extended by playing it in reverse. This time the winner is the first player to remove all of his/her balloons from the baseboard.

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What you need: • One ‘Balloons’ baseboard per player • Six balloon shapes per player backed with cardboard and coloured in the above colours. Use the ‘Balloons’ baseboard as a template for the balloon shapes.

• A six-sided dice featuring six colours: pink, yellow, blue, red, green and purple.

Use a wooden cube coloured with marker pens.

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Note It is useful to glue the balloon shapes for each player onto, or inside a recycled jar lid. This allows for easier manipulation by players.

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Balloons baseboard

Game 1

red

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pink

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Game 2

Pre-number

Slowcoach Aim To reinforce colour recognition (any six colours of your choice)

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What you need: • A ‘Slowcoach’ baseboard between two players.

Colour the six squares on each track on the baseboard with six colours of your choice. Children prefer that the squares along both tracks are coloured in the same order, as they perceive this to be fairer.

• Two counters to represent the positions of the two players. You can use the counters provided on the following page or make up your own; for example, real snail shells.

• A six-sided dice, featuring the six colours from the baseboard. Use a wooden cube coloured with marker pens.

Number of players Two

How to play The baseboard can be played from left to right or from top to bottom. There are two tracks on the board made up of six coloured squares. Players choose the track they will play on. They take turns to throw the dice. When the colour on the top face of the dice after it has been thrown matches the coloured square on the track, they move along one space. They may have to wait several turns to move to the next space. The winner is the first player to reach the opposite end of the baseboard. The winner can also be the last player to reach the opposite end of the baseboard.

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Slowcoach baseboard

Finish

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Finish

Game 2

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Game 3

Pre-number

Baby Bear’s Bed Aim To reinforce colour recognition (any six colours of your choice)

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What you need: • A ‘Baby Bear’s Bed’ baseboard for each player. The colours you have chosen are painted or glued onto each baseboard. As there are twelve quilt patches on each baseboard, each colour is repeated twice per board, i.e. any one board will have two reds, two yellows, etc.

• A set of twelve quilt patches in the six different colours for each player.

• A six-sided dice, featuring the six colours used on the baseboards. Use a wooden cube coloured with marker pens.

Number of players Two or three

How to play Each player takes a baseboard and twelve patches (two sets of six different colours each). They take turns throwing the dice and placing a patch according to the colour thrown. The first player to cover all the patches on the baseboard wins.

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Variation This game can be played without using a dice. Place the pile of patches face down between the players. They take it in turns to remove a patch from the top of the pile and place it on the corresponding patch on the bed. If there isn’t any place for a patch on the baseboard, a new pile is started near the original pack.

Again, the first player to cover all the patches on the baseboard is the winner.

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Game 3

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Game 4

Pre-number

Humpty Dumpty Aim To reinforce visual discrimination and to give practice in matching

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What you need: • Two baseboards. The baseboards supplied in this package come with designs already printed on them.

• A pack of 24 cards which replicate the designs on the baseboards. You can cut these from the baseboard supplied.

• Alternatively, you can customise your games by replacing the designs on the baseboard and cards with wallpaper from old sample books.

Number of players Two

How to play Each player chooses a baseboard. The pile of pattern cards is placed face downwards between the players. Players take turns in removing a card from the top of the pile and placing it on their baseboard if it matches. If it does not match one of the design spaces on their baseboard, then a discard pile of cards is started next to the first pile. Once the players have been through the pile they shuffle the discard pile, place it face downwards and start again. The winner is the first player to cover all the spaces on their baseboard.

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Game 4

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Game 5

Pre-number

Coloured Lids Aim To reinforce colour recognition and memory skills

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What you need: • Tops from various aerosol cans. For example fly-killer, oven cleaner, furniture polish or deodorant cans. You will need purple, orange, pink, blue, green and yellow lids.

• A six-sided dice, featuring the colours of the six lids you have chosen. Use a wooden cube, coloured with marker pens.

Number of players This game can be played by two or three players, or it can be used by the teacher as a five minute filler with the class group.

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How to play Find six items in the classroom, small enough to fit under the aerosol lids you have collected. For example, a building block, a bead or a cube. Hide these objects under the lids, letting the children see which object goes under which lid. Move the lids around for a few seconds. Appoint one child to throw the dice. The child calls out the colour thrown. Ask the class ‘Can anyone remember what is under the x lid?’ If a child answers correctly, remove the lid from the game. Continue until all of the lids have been removed.

This game costs nothing to make and is quite enjoyable to play.

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C.Publ i cat i onsPre-number •f orr evi e w pur posesonl y• Lollipop

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Aims 1. To reinforce one-to-one correspondence and, incidentally, the cardinal aspect of numbers (1–5) 2. As a vocabulary exercise, giving a practical example of the words ‘full’, ‘empty’, ‘inside’, ‘outside’, etc

What you need: • Two ‘Lollipop’ baseboards.

• Five broad beans in a shaker with one side painted or coloured. Alternatively, you could use counters or coins with one side marked.

• Twenty tops from two-litre plastic milk or similar containers.

Number of players Two

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How to play Each player takes a baseboard. Players take turns to throw the beans, putting ‘lollipops’ in their jar according to the number of beans which land coloured side up. The game is over when all the spaces for the lollipops have been filled. The first player to do this is the winner. The game can also be played in reverse.

Variation As the childrens’ competence and familiarity with numbers increases you could introduce a bigger jar to hold twenty lollipops.

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Game 6

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Game 7

Pre-number

Clothesline Aims 1. To reinforce left – right orientation 2. To follow a linear sequence in exact order

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What you need: • A ‘Clothesline’ baseboard for each player • Clothing counters corresponding to the clothing which appears on each baseboard.

• A six-sided dice made from a wooden cube, featuring these items of clothing: t-shirt, shorts, skirt, trousers and socks. The sixth side of the dice has a ‘bonus’ symbol – a washing machine. You can use the symbols provided below or draw your own.

Number of players Two

How to play Starting at the far left side of the clothesline, players hang washing on the line according to the exact sequence on their baseboard. Players must wait for the first item of clothing on their baseboard to be rolled on the dice before they can start. They may have to wait several turns to hang the next item of clothing on their baseboard. If the bonus symbol – the washing machine – is thrown by a player he or she can hang the next item of clothing on the line they need. The winner is the first person to hang all of their washing on the line. The game can be extended by playing it in reverse. This time the winner is the first player to take all of the washing off their clothesline.

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Game 7

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Game 8

Pre-number

Teddy Bear Aims 1. To reinforce the recognition and naming of basic body parts: eyes, ears, arms, legs, nose, mouth 2. To reinforce the concept of one-to-one correspondence

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What you need: • Two ‘Teddy Bear’ baseboards • Two sets of teddy body parts (one set per baseboard) • A six-sided dice showing the following symbols:

• You can cut these out directly from a photocopy of this sheet and glue them onto a wooden cube.

Number of players Two

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How to play Players take it in turns to throw the dice, putting the different body parts on their baseboard according to the throw of the dice. The first player to complete his/her teddy is the winner. The game can be extended by playing it in reverse.

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30 maths games for lower primary

Game 8

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Teddy Bear baseboard and game pieces

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Game 9

Pre-number

Beehive Aims 1. To introduce the number line without the distraction of numerals 2. To reinforce left-to-right orientation

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What you need: • Five ‘Flower’ baseboards and a ‘Beehive’ baseboard between players.

• Counters to mark the players progress. Bee counters are provided on the ‘Beehive’ baseboard.

• Five broad beans in a shaker with one side painted or coloured. Alternatively, you could use counters or coins with one side marked.

Number of players Two or more

How to play Each ‘Flower’ baseboard has four flowers standing in a row. The game can be played using two ‘Flower’ baseboards initially (8 flowers) and then extending to four or five ‘Flower’ baseboards (16 to 20 flowers) later.

The players place their bee counters on the flower at the extreme left of the first ‘Flower’ baseboard and progress towards the ‘Beehive’ baseboard, placed to the right of the last flower baseboard. Players take turns throwing the beans/counters and move their bee according to the number of beans that land coloured side up.

The first player whose counter reaches the beehive is the winner.

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Variation Place the beehive in the centre of the flower baseboards. Players start at either extreme right or left, moving their counters towards the beehive according to the number of beans landing coloured side up. The first player to reach the beehive is the winner.

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Game 9

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Game 9

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Game 10

Pre-number

Lunchbox Aims 1. To give practice in matching 2. To promote healthy eating

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What you need: • Two ‘Lunchbox’ baseboards, each with the outlines of six items of food • Six items of food to go in the lunchbox. You can use the game pieces provided.

Alternatively, you could use wrappers from real foods – yoghurt cartons cut in half, drink cartons, wrappers from cheese triangles and snack bars. Back the wrappers on cardboard and cover them with clear contact.

• A six-sided dice, featuring the items of food in the lunchbox – a sandwich, yoghurt, drink, apple, piece of cheese and a treat. You can use the symbols below.

Number of players Two How to play Each player takes a baseboard and the six items of food that go with it. Players take turns throwing the dice, putting the various game pieces on their baseboards, according to the throw of the dice. The winner is the first player to fill his/her lunchbox. The game can be extended by playing it in reverse. Children particularly like this game when ‘real life’ wrappers and containers are used.

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Game 10

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Game 11

Pre-number

Setting the Table

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Aims 1. To reinforce the concept of one-to-one correspondence 2. To promote language development on the topic of favourite food What you need: • A ‘Setting the Table’ baseboard for each player • A cutlery set – knife, fork, spoon, drink and plate – for each player • A food set featuring egg, chips, sausages, peas and beans. Alternatively, you could make up your own food set by using pictures from magazines or food wrappers. Glue these pictures to cardboard and mark their outlines onto their corresponding dinner plate.

• A six-sided dice, featuring the five items of the cutlery set and a bonus symbol.

You can use the symbols below or draw these items yourself onto a wooden cube.

• A six-sided dice featuring the five items of food and a bonus symbol. You can use the symbols below or draw these items yourself onto a wooden cube.

Number of players Two How to play Players each take a baseboard, a cutlery set and a food set. Play game 1 first and game 2 second.

Game 1 Players take turns in throwing the cutlery dice and putting their cutlery on their baseboard according to the item thrown. When the bonus symbol appears, the player may put any item needed on their baseboard. When a player has set their table they may start placing food.

Game 2 As before, players take turns throwing the food dice and placing their food onto their plate according to the item thrown. When the bonus symbol appears, the player may put any item on their plate.

The winner is the first player to set their table and serve up all of their food. The game can be extended by playing it in reverse. This game is quite popular with young children, as it ties in with their interest in playing house, having parties, etc.

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Game 11

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Game 11

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Setting the Table game pieces

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Game 12

Pre-number

Baker’s Shop – Toy Shop Aims 1. To reinforce the concept of classification and sorting into sets 2. To improve memory skills

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What you need: • Two ‘Shop’ baseboards • A ‘Baker’s Shop’ sign and a ‘Toy Shop’ sign • Ten cards depicting goods belonging in a baker’s shop and ten cards depicting goods belonging in a toy shop.

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Number of players Two

How to play Before play commences, discuss what items are found in a baker’s shop and what items belong in a toy shop. Each player selects a baseboard to play on. The cards are shuffled and spread out face down on the table, without overlapping, so they may be picked up easily. Players take turns in selecting a card. If the card belongs to his/her baseboard, they can keep it. If the card does not correspond to the player’s baseboard it is placed onto a discard pile. When all of the cards have been picked up, the discard pile is shuffled and spread out face down again as before. Play continues until one player has filled all the spaces on his/her baseboard.

If each player is left with only one space to fill, the teacher or another child can hide both remaining cards behind his/her back. The player whose turn it is next selects which hand they think is holding the card they need. The outcome of the game can often be decided in this manner.

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Variations Classification games can be any theme: fruits/vegetables, at the circus/at the beach, birds/butterflies, cats/dogs, things we eat/wear, things with wheels/ without wheels, etc. You can make up your own classification theme by collecting pictures from magazines and using these in place of the illustrations provided in this package.

If you do make up some more classification baseboards, the children can play a 3-4 player variation of the game. Players select which baseboard they will play on. The cards are shuffled and spread face down on the table in a square or rectangle, without touching or overlapping. Players take turns to select two cards and flip them over so all of the players can see them. If any of the cards belong to the player whose turn it is, he/she can place them on his/her baseboard. Any cards that do not belong to the player’s baseboard are returned to their facedown position.

It is up to the other players to try and memorise the positions of cards that belong to their baseboard, so they can flip them when it is their turn. The first player to fill all of the spaces on his or her baseboard is the winner. This game is very challenging as a three or four-player game.

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Game 12

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Shop baseboard

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Game 12

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Game 12

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Toy Shop

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Game 13

Early number

Snail Aim To reinforce the recognition of the numerals 1 to 10 What you need: • Two ‘Snail’ baseboards • A ten-sided dice. These can be bought from educational suppliers.

• Twenty 2-litre milk container tops or similar.

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How to play Players take it in turns to throw the dice, covering the numerals on the snail’s shell with a milk top according to the numeral thrown on the dice.

The winner is the first player to cover all his/her numerals.

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Number of players Two

Variation activities Older or more able players can be encouraged to play a matching pairs, or snap type game based on recognition of numerals 0–10, and numeral words 0–10.

A set of eleven cards with numerals 0–10, and a set of eleven cards with numeral words 0–10, are shuffled and placed facedown in front of the players (see pages 67–68).

Players take alternate turns to turn over two cards at a time without changing the position of the cards. If a player can match a numeral word with the corresponding number that player has made a ‘trick’ and those cards are removed from play.

Play continues until no further pairs can be matched and the player with the most pairs is the winner.

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Game 13

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Game 14

Early number

Space Invaders ® Aim To reinforce the recognition of the numerals 1 to 10 What you need: • Two ‘Space Invaders®’ baseboards • A ten-sided dice. These can be bought from educational suppliers.

• Twenty 2-litre milk container tops or similar.

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Number of players Two

How to play Players take it in turns to throw the dice covering each spaceship with a milk top, according to the numeral thrown on the dice. The first player to ‘zap’ all of his/her invading spaceships is the winner.

Variation activities Older or more able players can be encouraged to play a matching pairs, or snap type game based on recognition of numerals 0–10, and numeral words 0–10.

A set of eleven cards with numerals 0–10, and a set of eleven cards with numeral words 0–10, are shuffled and placed face down in front of the players (see pages 67–68).

Players take alternate turns to turn over two cards at a time without changing the position of the cards. If a player can match a numeral word with the corresponding number that player has made a ‘trick’ and those cards are removed from play.

Play continues until no further pairs can be matched and the player with the most pairs is the winner.

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Space Invaders ® baseboard

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Game 15

Early number

Numbered Teddy Bear Aims 1. To reinforce the recognition of the numerals 1 to 10 2. To reinforce the recognition of body parts

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What you need: • Two ‘Numbered Teddy Bear’ baseboards • Two sets of numbered teddy bear body parts • A ten-sided dice. These can be bought from educational and hobby suppliers.

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Number of players Two

How to play Players take it in turns to throw the dice, adding the various body parts to their teddy bear, according to the number thrown. The first player to complete his/her teddy bear is the winner. The game can then be extended by playing it in reverse.

Extension Older, or more able players can throw two dice featuring number values 0–5, or 1–6. One dice is marked with numerals, and the other with dots. They combine the two top numbers thrown and cover the number corresponding to this total on their Teddy baseboard. If players get a total of 11 or 12, they are regarded as bonus numbers and a player can cover any numeral of his/her choice on their baseboard. To assist with counting players should start with the numeral dice, and count on using the dots to find the total.

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Game 15

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Game 16

Early number

Birthday Cake Aims 1. To reinforce the cardinal aspects of the numerals 1 to 6 2. Introduce the comparison of totals

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What you need: • Two ‘Birthday Cake’ baseboards • Twelve cardboard candles. These can be made from the artwork provided below, or alternatively, use real birthday candles.

• A six-sided dice, featuring the numerals 1 to 6.

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How to play Players take it in turns to put candles on their baseboard according to their throw of the dice. When all the candles have been used the winner is the player with the most candles on their cake. To find out who has the most candles one player matches all of his/her candles with the other player’s candles. Alternatively, both players can match their candles on a number line to determine who has the most.

This matching on the number line is a physical representation of counting.

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Game 16

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Game 17

Early number

Apple Tree Aims 1. To reinforce the cardinal aspects of the numbers 0 to 5 or 1 to 6 2. To introduce the comparison of totals

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What you need: • Two ‘Apple Tree’ baseboards • A pile of red counters • A six-sided dice, featuring the numerals 0 to 5 or 1 to 6

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How to play Players take it in turns to throw the dice and put apples on their tree according to the number rolled. Play continues until all of the counters have been used up.

The winner is the player with the most ‘apples’ on his/her tree. To discover who has the most apples one player matches their counters with the other player’s counters. Alternatively, players can match their counters with a counting strip or number line. This matching is a physical representation of counting. The game may also be extended by playing it in reverse. The winner is the first player to remove all of his/her counters.

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Game 17

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Apple Tree baseboard

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Game 18

Early number

Frog Aims 1. To reinforce the cardinal aspects of the numerals 0 to 5 or 1 to 6 2. To introduce the comparison of totals

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What you need: • Two ‘Frog’ baseboards • A pile of yellow counters • A six-sided dice, featuring the numerals 0 to 5 or 1 to 6

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How to play Players take it in turns to throw the dice and put ‘spots’ on their frog according to the number rolled. Play continues until all of the counters have been used up. The winner is the player with the most ‘spots’ on his/her frog. To discover who has the most ‘spots’ one player matches their counters with the other player’s counters. Alternatively, players can match their counters with a counting strip or number line. This matching is a physical representation of counting. The game may also be extended by playing it in reverse. The winner is the first player to remove all of his/her counters.

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30 maths games for lower primary

Game 18

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Frog baseboard

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Game 19

Early number

The Princess and the Pea Aim To reinforce the concept of ordering numerals vertically from 1 to 5

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Number of players Two

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What you need: • Two ‘Princess and the Pea’ baseboards • Two sets of game pieces – ten mattresses in total, numbered 1 to 5 and in a variety of colours • A six-sided dice featuring the numerals 0 to 5

How to play Players take it in turns to throw the dice. A player must roll a one to start. When a one is rolled, the player can place the first mattress on their baseboard. Then the player must roll a two in order to place the second mattress and so on. The winner is the first player to place all five mattresses on their baseboard. The game may then be extended by playing it in reverse. This time the winner is the first person to take all five mattresses from his/her baseboard.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Variation activities

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Older, or more able players can be encouraged to play a matching pairs or snap type game based initially on recognition of ordinal numerals 1st–5th, and ordinal words 1–5 (first, second, etc.).

A set of five cards with ordinal numerals 1st, 2nd, etc. to 5th, and a set of five cards with the ordinal words first, second, etc. to fifth are shuffled and placed facedown in front of players (see pages 69–70).

Players take alternate turns to turn over two cards at a time without changing the position of the cards. If a player can match an ordinal numeral with the corresponding word that player has made a ‘trick’ and those cards are removed from play. Play continues until no more pairs can be matched, and the player with the most pairs is the winner. As player skill improves additional ordinal number and word cards can be introduced.

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30 maths games for lower primary

Game 19

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Princess and the Pea baseboard

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Game 20

Early number

Truck Aim To reinforce the concept of ordering numerals horizontally from 1 to 5 What you need: • Two ‘Truck’ baseboards • Two sets of game pieces – five truck parts per player, numbered 1 to 5 • A six-sided dice featuring the numbers 0 to 5

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Number of players Two

How to play Players take it in turns to throw the dice. A player must roll a one to start. When a one is rolled, the player can place the first part of the truck on their baseboard.

Then the player must roll a two in order to place the second part and so on. The winner is the first player to place all five parts on their baseboard. The game may then be extended by playing it in reverse. This time the winner is the first person to remove all five parts from his/her baseboard.

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30 maths games for lower primary

Game 20

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Truck baseboard

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Game 21

Early number

Nest Aims 1. To reinforce the cardinal aspects of the numbers 1 to 6 and the partition of the numbers 1 to 6 2. To integrate with the areas of the curriculum dealing with Spring

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What you need: • A ‘Nest’ baseboard for each player • Twenty egg game pieces with nothing on one side and a baby bird on the other side • A six-sided dice featuring the numerals 0 to 5 or 1 to 6 Number of players Two

How to play Players take it in turns to throw the dice, putting eggs into the nest according to the number thrown. When the nest is full of eggs they can then be turned over according to the throw of the dice to hatch. When all the eggs have been hatched the baby birds are then removed from the nest according to the throw of the dice to fly away. The winner is the first player to empty his/her nest.

A throw of the dice may be split between laying and hatching, or hatching and flying away. For example, if a player throws a four, and there is only one space left for an egg to be laid, the player fills that one space with an egg and ‘hatches’ three of the eggs already laid.

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Note At the start, this game can be played as three separate games. It is useful to back game pieces with thick cardboard, to allow for easier manipulation by the players.

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30 maths games for lower primary

Game 21

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Nest baseboard

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Game 22

Number

Mushroom House Aims 1. To reinforce the recognition of numerals 1 to 20 (Level I) 2. Addition and subtraction skills (Level II)

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What you need: Level I A ‘Mushroom House’ baseboard for each player, 40 counters and a twenty-sided dice. These dice are available from educational and hobby outlets.

Level II A ‘Mushroom House’ baseboard and a number strip (1 to 20) for each player, 40 counters and two ten-sided (addition) or two twenty-sided (subtraction) dice.

Number of players Two

How to play Level I Players take it in turns to throw the dice. As each number on the roof of the mushroom house is rolled, the player covers it with a counter. Each player may roll two twenty-sided dice instead of one, to speed up the game. The first player to cover all the numerals on his/her baseboard is the winner.

Level II This variation of the game can be played to reinforce addition or subtraction skills.

For the addition game, use two ten-sided dice. Each player rolls the dice and uses their counting strip to add the two numbers rolled. They then place a counter on the number on their baseboard corresponding to this sum. The first player to cover all the numerals on their baseboard is the winner.

For the subtraction game, use two twenty-sided dice. A counter is placed on the number 20 on both players’ baseboards before play starts. Each player rolls the dice, then subtracts the smaller number from the larger number, using their counting strip as an aid for counting back. They then cover the corresponding number on their baseboard. The first player to cover all the numerals on their baseboard is the winner.

The Level II game variations have a high level of difficulty for this age group.

Throughout the various classroom activities involving addition, make a clear distinction between ‘putting together’, which refers to sets and objects, and ‘adding’, which refers to numerals.

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glue halves together here

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30 maths games for lower primary

Game 22

Mushroom House baseboard

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Game 23

Number

Spaceship/Train Aim To give practice in counting on and counting back, leading to an understanding of the number line and applying this idea to the concept of addition and subtraction. This game can be adapted to the ability and interests of the players in various ways.

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What you need: For the spaceship game (Level I): • A ‘Spaceship’ baseboard, four ladder baseboards (making twenty rungs in total), a six-sided dice featuring the numerals 0 to 5 and a marker to move up and down the ladder for each game player. You can use the markers provided or make your own.

For the trains game (Level II): • Two ‘Train’ baseboards, four ladder baseboards (making twenty rungs in total), a six-sided dice featuring the numerals 0 to 5 and one marker, which is shared between two players.

For the spaceship game variation (Level III): • A ‘Spaceship’ baseboard, four ladder baseboards (making twenty rungs in total), a pack of twenty cards with movement instructions given on them and a marker and cargo container for each player. The instruction cards are supplied on page 49.

Number of players Two or three

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How to play Level I Each player takes turns to throw the dice and move their marker up the ladder according to the number thrown. The first player to reach the spaceship at the top of the ladder is the winner. They can then have a race to see who will reach the bottom of the ladder first.

Level II This two-player game variation uses the ladder pieces as a train track. A train is placed at each end of the track, facing in different directions. Each player chooses a train they wish to travel to. The players place a marker which they share in the middle of the track, between rung 10 and 11. The players then take turns to roll the dice and move the marker along the track towards their train according to the number they roll. The winner is the first player to get the marker onto his/her train.

Level III This variation of the spaceship game uses instruction cards instead of a dice to determine the players movement. The baseboards are set up as for the spaceship game. The pack of twenty cards is shuffled and placed face down in a pile centrally between the players. Players then take turns to take a card from the pile and move their marker up and down the ladder according to the instructions on the cards. As the cards are used, they are placed into a new pile. If all twenty cards are used, they are reshuffled and play continues.

The first player to reach the top of the ladder, take his/ her cargo and climb back down is the winner.

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30 maths games for lower primary

Game 23

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Spaceship game pieces

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Game 23

Spaceship game pieces Move forward one space.

Move forward two spaces.

Move forward three spaces.

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Move backward three spaces.

Move forward five spaces.

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r o e t s r eMove backwardBooMove backward Move forward p u four spaces. one space. two spaces. k S Move backward four spaces.

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Move forward five spaces.

Move forward one space.

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Move backward five spaces.

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Move forward six spaces.

Move backward six spaces.

Move forward three spaces.

Move backward one space.

Move forward two spaces.

Move backward two spaces.

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30 maths games for lower primary

Game 23

Train game pieces

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Game 24

Number

House Aim To consolidate understanding of number bonds from 5 to 10

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Teac he r

What you need: • A ‘House’ baseboard for each player • Two sets of cards featuring a ‘door number’ and a set of number bond cards corresponding to this number. For example, the number bonds for the number 6 are 5+1, 0+6, 3+3, 4+2, 3+2+1, and so on. You can use the cards supplied on page 53, or make up your own cards, which will allow you to also use subtraction sentences such as 12-6, 10-4 or 6-0.

• 1-cm cubes for players to check the number bonds Number of players Two

How to play Using a removable adhesive, attach a numeral between 5 and 10 onto the door of each player’s baseboard. The number bond cards for the numbers chosen are shuffled and placed facedown between the players in a pile. Players take turns to turn over the top card. They work out the number bond on the card, using 1-cm cubes if necessary. If the answer is the same as the number on the front door of their house, they get to keep the card, and place it in one of the window spaces on their house. If the answer is not the one on their house door, the card is placed in a discard pile. When all of the number bond cards have been used, the discard pile is shuffled and placed face down in a pile again and the game continues. The winner is the first player to collect all the number bonds for his/her target number.

Start players on the number bonds for 5 and 6 and move on to 7, 8, 9 and 10 as player skill improves.

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Use these blank cards to make up your own number bond sets.

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30 maths games for lower primary

Game 24

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House baseboard

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House number bond cards

Game 24

4+1

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5-0

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30 maths games for lower primary

Game 25

Number

Hen Aim To consolidate understanding of number bonds for the numerals 1 to 10 What you need: • A ‘Hen’ baseboard for each player • Twenty ‘egg’ counters • A ten-sided dice

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Number of players Two

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How to play Players take it in turns to throw the dice. They compare the number thrown to the number bonds on their baseboard. If they find a number bond that matches the number thrown they may place an ‘egg’ counter on that number bond. Play continues until one player has covered all of his/her eggs. The first player to do this is the winner.

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Game 25

2+0

0+1

5+5

5+1

3+1

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Hen baseboard

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Game 26

Number

The Racetrack Aims 1. To practise moving from one space to the next using a counter 2. To practise counting on 3. To practise addition skills

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What you need: • Six racetrack side baseboards and four racetrack corner baseboards, arranged into a racetrack like this: • One or two six-sided dice featuring the numerals 1 to 6.

• A place marker for each player Number of players Two to six

How to play Set up the baseboards as described above. You could also construct longer or shorter tracks by using more or less baseboards.

Players take turns to throw the dice. Players move their marker around the track according to the number thrown. The first player to finish a complete circuit of the track is the winner.

As a variation of this game, players could use two dice instead of one, adding together the numbers thrown and moving their marker that number of spaces.

Some other variations you could add to make the game more exciting are: • Introduce bonuses and hazards along the way by adding symbols to some of the board squares and making up rules associated with these. For example, landing on a smiley face symbol might mean the player gets to move forward an extra space. Other symbols might signify an extra roll of the dice, or a chance to draw a card which may give other bonuses or a penalty. Cards may incorporate a question which has to be answered correctly to receive the bonus.

• Have one player chase another as in a cat and mouse game. Have safe areas along the way where the mouse can ‘rest’. If the cat lands on a safe area it misses a turn.

• Call the game ‘Jungle Journey’. Paste pictures of jungle animals randomly along the track. The animals must be appeased before the players can progress past them. For example, players have to feed the lion two pieces of meat before they can pass. Players could collect these items along the way by landing on special squares.

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Game 26

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The Racetrack game pieces

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30 maths games for lower primary

Game 26

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The Racetrack game pieces

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Game 27

Measurement

The Longest Train Aims 1. To reinforce the concept of long, longer, longest, short, shorter, shortest 2. To reinforce left–right orientation

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What you need: • A train engine and ten carriages per player.

• A six-sided dice with the numerals 1 to 3 only (repeat each number on two sides). Alternatively, you could use three beans painted on one side. Players add 1 to 3 carriages per turn with the number of carriages being determined by the number of beans which land coloured side up.

• For older children, use a six-sided dice featuring the numbers 0 to 5 or 1 to 6.

Number of players Two or three

How to play Players place their engines one below each other at the far left side of the play area.

They take it in turns to throw the dice or beans, adding on carriages to their engine according to the number thrown and making sure that all the carriages are placed end to end without any gaps. As play progresses the children can see whose train is longer, shorter or equal in length. Play is over when all of the carriages have been used up. The winner is the player who has the longest train.

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30 maths games for lower primary

Game 27

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Teac he r

Longest Train baseboard

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Make up a total of ten carriages for each train.

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Game 28

Measurement

The Longest Snake Aim To reinforce the concept of long, longer, longest, short, shorter, shortest

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Teac he r

What you need: • A snake head, tail and ten body lengths per player • A six-sided dice with the numerals 1 to 3 only (repeat each number on two sides). Alternatively, you could use three beans painted on one side. Players add 1 to 3 body lengths per turn with the number of body lengths being determined by the number of beans which land coloured side up.

• For older children, use a six-sided dice featuring the numbers 0 to 5 or 1 to 6.

Number of players Up to three

How to play Players place their snake head cards one under the other at the far left of the area of play. They take it in turns to throw the dice or beans, adding on body lengths according to the number thrown, making sure that all the body parts are placed end-to-end without any gaps. As play progresses children can see whose snake is longer, shorter or the same. Play is over when all the snake body parts have been used up and the winner is the player who has the longest snake.

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30 maths games for lower primary

Game 28

Teac he r

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Make ten middle pieces for each head and tail piece.

Longest Snake baseboard

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Game 29

Measurement

The Tallest Sunflower Aim To reinforce the concept of tall, taller, tallest

Teac he r

What you need: • A sunflower card and ten stem cards per player • A six-sided dice with the numerals 1 to 3 only (repeat each number on two sides). Alternatively, you could use three beans painted on one side. Players add 1 to 3 stem cards per turn with the number of stem cards being determined by the number of beans which land coloured side up.

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Number of players Up to three

How to play Players put their sunflower cards side-by-side along the bottom edge of the table. They then take it in turns to throw the dice, adding stem pieces to their sunflower according to the number thrown, making sure that all the stem cards are placed end-toend without gaps. As play continues, players can keep an eye on each other’s progress. The game is over when all the stem pieces have been used up. The winner is the child who has the tallest sunflower.

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30 maths games for lower primary

Game 29

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Tallest Sunflower game pieces

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Make five left-handed leaves and five right-handed leaves.

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Game 30

Measurement

Clock Aims 1. To teach the ‘o’clocks’ from 1 to 12 (inclusive) 2. To record special times on the clock face

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Number of players Two

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What you need: • A ‘Clock’ baseboard for each player • A long stick or straw to represent the long hand on the clock • A short stick or straw to represent the short hand on the clock • A pile of counters • A twelve-sided dice

How to play Players take turns to throw the dice and make the corresponding ‘o’clock’ on the clock face using the long and short sticks. Each time they make an ‘o’clock’ correctly they cover the relevant number with a counter. The winner is the first player to cover all the numerals on his/her clock face correctly.

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30 maths games for lower primary

Clock baseboard

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66 30 maths games for lower primary

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Numeral cards 0–10

1

r o e t s Bo r e p o u k 2 3 S

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4

5

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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30 maths games for lower primary

Number word cards 0–10

zero

one ew i ev Pr

Teac he r

r o e t s Bo r e p o u k two three S

four

five

six

seven

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

. te

o c . eight nine che e r o t r s super

ten 68 30 maths games for lower primary

R.I.C. Publications® • www.ricpublications.com.au

Ordinal numeral cards (1st–10th)

1st

2nd

r o e t s Bo r e p ok u S

Teac he r

4th

ew i ev Pr

3rd

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

6th

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7th 8th . t e o c . che e r o t r s super 9th

10th 69

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30 maths games for lower primary

Ordinal word cards (first–thenth)

first

second

r o e t s Bo r e p ok u S

Teac he r

fourth

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third

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

sixth

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ninth

tenth

c . che e r o r st super

70 30 maths games for lower primary

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references The Cockcroft report (1982), Mathematics counts London: H.M.S.O Hannaford, C (1995), Smart moves: Why learning is not all in your head Arlington: Great Ocean Publishers

r o e t s Bo r e p ok u S

Taskmaster Ltd., Morris Road, Leicester LE2 6BR, England, (<www.taskmasteronline. co.uk> for online catalogue), for 10-, 20-sided and other novelty dice.

Topping K and Bamford, J. (1998) The paired maths handbook David Fulton Publishers Ltd., London

Teac he r

ew i ev Pr

Topping K and Bamford, J, Arora, T, Mallinson, A, and Shanahan, K (1998), Parent involvement and peer tutoring in mathematics and science David Fulton Publisher Ltd., London

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. te

m . u

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o c . che e r o t r s super

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30 maths games for lower primary