Multiplication BINGO Math Game Everyday Math Unit 7, Lesson 3

Standards: Common Core State Standards • Mathematics: 3.OA.1: Interpret products of whole numbers. • Mathematics: 3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division. Materials: • Number cards 1-6 and 10 (4 of each) • 1 Multiplication BINGO game mat per player (See Appendix A) • List of Numbers (See Appendix B) • 8 counters per player Time: 15-20 minutes Players: • 2-3 per group Math Concept(s) Reinforced: Mental Math Computation (Multiplication) Objective of the Game: To correctly identify multiplication products and get 4 counters in a row, column, or diagonal; or 8 counters on the game mat. Directions: 1. Shuffle the number cards and place the deck number-side down on the table. 2. Players take turns selecting two cards from the top of the deck and articulating the product of the two digits. a. If the answer is incorrect, the player loses their turn. The player also records the fact they missed along with the correct product on the lines below their game board for further practice. b. If the answer is correct and the product is on the player’s game mat, the player places a counter on that number. Players may only place one counter on their mat at a time.

3. When a player gets 4 counters in a row, column, or diagonally, they shout “BINGO!” and win the round. 4. Once a player has won, all players clear their game boards and one player reshuffles the deck of number cards. 5. Student can play multiple rounds in one sitting. Differentiation: • Modifications to the number cards used during each round can be made to accommodate student familiarity with their multiplication facts: o For example, advanced students may play a game with the 7, 8, and 9 number cards included. o When these modifications are made, be sure to update the List of Numbers players can select from to mark their game boards.

Appendix A: Multiplication BINGO Game Card

Facts I need to practice more: ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Appendix B: List of Numbers (Digits 1-6, 10)  

List of Numbers 1

18

4

20

6

24

8

25

9

30

12

36

15

50

16

100

   

 

The Block-Drawing Math Game Everyday Math Unit 8, Lesson 2

Standards: Common Core State Standards • Mathematics: 3.OA: Operations and Algebraic Thinking. Materials: (per group) • 1 paper bag • 7 blocks (all the same size and shape) in 2 or 3 different colors. • 1 whiteboard • 1 dry-erase marker Players: 3 or more Math Concept(s) Reinforced: Using chance data to estimate. Objective: To correctly guess how many blocks of each color are in a bag. Directions: 1. Choose one player to be the “Director.” 2. The Director secretly selects 3, 4, or 5 blocks of differing colors and places them into a paper bag. The Director then tells the other players how many blocks he/she has placed into the bag but not the colors of those blocks. 3. Players take turns taking 1 block out of the bag, showing it, and then replacing it. 4. After each random draw, the Director records the color and keeps a written record of the players’ draws on their whiteboard. 5. When it is their turn, any player may guess the colors of the blocks and the number of blocks of each color: a. If a player guesses incorrectly, that player is out of the game. 6. The first player who guesses correctly wins the game. 7. Students can play multiple rounds in one sitting.    

Equivalent Fractions Math Game Everyday Math Unit 8, Lesson 5

  Standards: Common Core State Standards: • Mathematics: 3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Materials: • 1 set of Fraction Cards Players: 2 Time: 15 minutes Math Concept(s) Reinforced: Identifying Equivalent Fractions Objective of the Game: Collect more cards than the other player. Directions: 1. Shuffle the Fraction Card set and place the cards picture-side (area model) down. 2. Flip one card over to begin the game 3. Players take turns flipping over the Fraction Card at the top of the deck. 4. Players compare the shaded part of the flipped card on the table with the card they draw: a. If a player’s card is a match, and therefore equivalent, he/she takes the two cards and flips a card from the top of the deck to continue the round. b. If a player’s drawn card is not equivalent, he/she places their card picture-side up next to the other cards. 5. The game is over once all the Fraction Cards have been matched. 6. The player with the most cards wins the round. 7. Students can play multiple rounds in one sitting. 8. Players who are ready for an additional challenge can play the advanced version (See Differentiation).

Differentiation: (Advanced Version) 1. For those students who may be ready for more rigorous comparison of fractions, implement this modified version: 2. Shuffle the Fraction Card set and place the cards picture-side (area model) down. 3. Flip one card over to begin the game 4. Players take turns flipping over the Fraction Card at the top of the deck. 5. Each player selects a card from the top of the deck but does not flip it over. Using the written fraction only, the player tries to match his/her card with the flipped card on the table: a. If a player’s card is a match, and therefore equivalent, he/she takes the two cards and flips a card from the top of the deck to continue the round. b. If a player’s drawn card is not equivalent, he/she places their card picture-side up next to the other cards. c. If there is a match but the player did not identify it, the opposing player can “steal” the pair of equivalent fractions. 6. The game is over once all the Fraction Cards have been matched. 7. The player with the most cards wins the round. 8. Students can play multiple rounds in one sitting.      

Fraction Top-It Math Game Everyday Math Unit 8, Lesson 7

Standards: Common Core State Standards: • Mathematics: 3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Materials: • 1 set of Fraction Cards Players: 2 Time: 15 minutes Math Concept(s) Reinforced: Comparing Fractions Objective of the Game: Collect more cards than the other player. Directions: 9. Shuffle the Fraction Card set and place the cards picture-side (area model) down. 10. Flip one card over to begin the game 11. Players take turns flipping over the Fraction Card at the top of the deck. 12. Players compare the shaded parts of the two Fraction Cards. 13. The player with the largest fraction takes both cards. 14. If the two shaded pieces are equal, the fractions are equivalent. Each player flips over another Fraction Card and compares these newly drawn cards to one another. The player with the larger card takes the four cards. 15. The game is over once all the Fraction Cards have been flipped over. 16. The player with the most cards wins the round. 17. Students can play multiple rounds in one sitting. 18. Players who are ready for an additional challenge can play the advanced version (See Differentiation).

Differentiation: (Advanced Version) 9. For those students who may be ready for more rigorous comparison of fractions, implement this modified version: 10. Shuffle the Fraction Card Set and place the cards picture-side (area model) down. 11. Flip one card to begin the game. 12. Players take turns selecting a card from the top of the deck but do not flip it over. The card remains picture-side down. The player then: a. Articulates whether they believe the fraction is greater than, less than, or equal to the previously flipped card using only the written fraction only. b. Turns the card over to compare shaded parts. The player with the larger card takes both cards. 13. If the two shaded pieces are equal, the fractions are equivalent. Each player draws another Fraction Card and compares these newly drawn cards to one another. The player with the larger card takes the four cards. 14. The game is over once all the Fraction Cards have been flipped over. 15. The player with the most cards wins the round. 16. Students can play multiple rounds in one sitting.