# Games and Activities

## NAME | ## DESCRIPTION | ## EQUIPMENT | ## GRADE |

| Stand at front of room. Say “I have 2 brothers”. Anyone else in the room that has 2 brothers joins you – linking arms. One of them states another attribute. | nil | P to 6 |

| 2 students sit back-to-back. Give each the same number and the same number of each color of pieces. One builds a shape and then gives instructions to the other so he/she builds the same shape. | 2 sets of 9 to 10 pieces of construction material | P to 6 |

| A B C As for regular tic-tac-toe, | nil | 2 to 6 |

| In pairs, ask the children to sort the buttons provided to them by one attribute. Now by 2 attributes (eg. shape and number of button holes). Now 3. | Large container of mixed buttons of all shapes & sizes | P to 6 |

| Skip counting, must say “buzz” on designated multiples or on designated final numbers – eg. “buzz” on any numbers that end in a 0 or 2 when counting by 4s | nil | 2 to 6 |

| Choose 2 children. One student gets the calculator. The other has to work out the mental computation problems you ask in their head. First to score 3 points. | A calculator | 3 to 6 |

| Have some coins totaling $1, 50c, 30 or 20c in your pocket. For example, tell the students you have 30c. What coins do I have? See if they can match your coins. | Some coins, try 50c – 1 x 20c, 1 x 10c and 4 x 5c | 1 to 6 |

| Using only the numbers in that day’s date (eg. 16/02/08) the students (in pairs or as a class) must make a number sentence for all the numbers 1 to 20. | nil | 3 to 6 |

| Ask a student to stand outside of the room. Now hide an object within the room. Student returns. Now, using clear directions such a right/left, quarter turn, forward/back, etc. lead him/her to object | nil | P to 6 |

| In each corner of the room attach a clearly seen Club, Spade, Diamond and Heart. Tell students you are going to turn over one from a deck of cards. They go to the corner of the suite they believe will be turned over. | Deck of playing cards | P to 6 |

| Ask a group of children to stand in one corner. Now choose some more to form another group. Continue until all chn. are grouped. Ask children – how did I group you? What attribute? Use color of clothing/shoe type/same letter first name | nil | P to 6 |

| Use 1 coin. What can occur? 10 flips – record on board. What happened? Using 2 coins – what combinations could occur? 2 heads – put hands on head. 2 tails – put hands on tail. 1 head and 1 tail – put 1 hand on head, 1 on tail. | 2 x 20c coins | 2 to 6 |

| Choose a student to look away from the board. On the board draw a regular shape slowly and so that the student can hear it being drawn, eg. A rectangle. What was the shape? How do you know | nil | P to 6 |

| “I have some money in my pocket. You have 8 questions that you can ask me to find out how much I have.” After 8 questions you can guess. Emphasize the importance of not guessing numbers haphazardly. | An amount of notes and gold coins in your pocket. | 1 to 6 |

| Students need to find ways to stand and literally organize themselves into their birthday months at the front of the room. | nil | P to 6 |

| Give a number (0 to 9) each to 10 students. Can you line yourselves up smallest to largest? Find a partner so your numbers add to 10. Odd and even. Straight numbers/curved numbers. 4 and 3 – make the largest number you can, etc | Numbers 0 to 9 on medium sized pieces of card. | P to 2 |

| Students make digital numbers using popsticks and following a calculator display. Start with 0, then 1, 2, etc. When they start running out of sticks – “I think there’s a number that all digital numbers can be made from – I wonder what it is?” | Calculator, between 2, 14 -15 popsticks each | P to 2 |

| Write a 3 to 5 digit number on a piece of paper – unseen. Students have 5 guesses to work out what the number is. For example, your number is 8 326. Child guesses 5 372. So 5x 3/ 7x 2o. x = not in my number; / = correct number, correct place; o = correct number, wrong place | nil | 2 to 6 |

| Give children (in groups or whole class) 4 or 5 clues to the number you’re thinking of. Children should wait until you have provided all the clues before guessing. “I am a 2 digit number; I am an odd number; the first digit is even; my digits add up to 7” What number? | nil | 1 to 6 |

| Place 3 blue, 3 red and 3 green counters, or similar, in a container. Students need to guess/predict what color counter you will draw from the container. Once drawn colour stays out. For each of the nine draws chn. need to predict the color | 3 blue, 3 red, 3 green counters or teddy bears, etc. | 2 to 6 |

| Ask students to consider then record how many full swings the pendulum will make in 30 seconds. Chn. count the swings. Compare with prediction. Now halve the length of string. Predict again. | Ball of blu-tak attached to an 18cm ball of string | 1 to 6 |

| Pull numbers (0 to 9) one at a time from a container. Students try to make the largest number possible. Play from tens and ones (Ps) up to millions (grs. 4,5,6) | Numbers 0 to 9 on small cards, container | P to 5 |

| Children line up or place stickers on a pre-made probability line 0_______1 to show what they think is the likelihood of an event happening. | P to 5 | |

| Using post-Its or similar, place an unseen number on students’ foreheads or backs. They can ask yes/no questions of others to work out their number | Post-its | 2 to 6 |

| Choose a number. For example 11. Tell the children that you want all of them to think of something special about number 11. It can be what the number means to them, it can be how the number looks, it can be mathematical. | nil | P to 6 |

| Students, in turn, take as close as possible to walk a designated distance in exactly 10 seconds. Before declaring the time, choose other chn. to guess | stopwatch | 2 to 6 |

| The answer is 13. What could the question be? What is 3 times 4 plus 1? | nil | 2 to 6 |

## Sample Lessons and Activites

**Problem Solving – Open-Ended Questions**

**Problem Solving – Pick a Strategy**

**Addition, Differentiation,Tables – One is a Snail…**

**Factors, Multiplication – Face the Factors**

**Fractions – Tell Me What You Know**

**Measurement – Calibrated Containers for Capacity**

**Percentage, Chance – Ninny Ninny (Explanation)**