Strategies and Activities

for Independent Learning (SAIL)

Grades
K-2

Mathematics
 Mathematics Institute for Learning Disabilities and Difficulties

www.meadowscenter.org

©2010 University of Texas System/Texas Education Agency

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This publication was developed with funds from the Texas Education Agency and the support and talent
of many individuals whose names do not appear here, but whose hard work and ideas are represented
throughout. The individuals who have contributed to this resource’s development include researchers
who work for The Meadows Center for Preventing Educational Risk at The University of Texas at Austin
and teachers who have participated in related projects throughout the years.

Manuel J. Justiz, Dean

Robert Scott, Commissioner of Education

Kathy Clayton, Director of the Division of IDEA Coordination

Sharon Vaughn, Executive Director

Diane P. Bryant, Mathematics Institute Director and Principal Investigator
Brian R. Bryant, Project Coordinator
Kati Morrison, Lead Author
Courtney Valentine, Lead Author
Deanna Bessner

Cassie Blackburn Julie Suber Cherie Nettles

Sonia Berumen-Corrales Mandy Madden Kara Brackin
Marisela Franco Ruth Matheny Shana Conine
Ada Watt Cathy Vollmer Leah Dawson
Shannon Swain Julie Ray Angie Gilliam
Carrie Sonderer Rhonda Frazier
Kara Tschirhart Katherine Gooch

Elana Wakeman, Manager of Graphic Services

Karen Chan, Co-Lead Designer
Jenifer Nakatsu Arntson, Co-Lead Designer
Matthew Slater, Editor

Lisa M. Kirby, Educational Specialist, Education Service Center, Region 20

Norma Morris, Math Consultant
Evelyn Villarreal, Evaluation Specialist, Education Service Center, Region 20
Dawn White, Coordinator III, Statewide Lead for Texas’ Access to the General Curriculum (AGC) Network,
Education Service Center, Region 20
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Getting Started With Learning Centers or Stations . . . . . . . . . . . . . . . . . . . . . . . . . 4

Grouping for Center-Based Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Choosing Appropriate Objectives and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Gathering Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Organizing and Managing Materials and Classroom Space . . . . . . . . . . . . . . . . . . . 7

Timing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Selecting Signals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Introducing the Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Running Activities Versus Activities Running Themselves . . . . . . . . . . . . . . . . . . . . 12

Student Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Accountability Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14

Rotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Scaffolding Activities for Varying Ability Levels . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Transitions Don’t Have to Be Challenging . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Suggestions for Successful Centers or Stations . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Behavior Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Promoting Positive Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Establishing Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Behavior Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-26

Introducing Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Setting Consequences for Misbehavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Maintaining and Reinforcing Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Providing Positive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

 Redirecting Inappropriate Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Soliciting Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Fostering Independent Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Designating a “Problem Solver”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Discussing Inappropriate Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Praising Effective Problem Solvers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
General Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Kindergarten Games by Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Kindergarten Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

1. It's a Jungle Out There . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

a. IGeometry, Spatial Reasoning/Graphing . . . . . . . . . . . . . . . . . . . . . . . . 39

b. Number Sense, 0-10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

c. Number Sense/Magnitude Comparison, 0-20. . . . . . . . . . . . . . . . . . . . . . 43

2. Wiggle Worm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

a. Number Sense/Magnitude Comparison, 0-20 . . . . . . . . . . . . . . . . . . . . . 45

b. Number Sense/Number Sequencing, 0-20 . . . . . . . . . . . . . . . . . . . . . . . 47

3. Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

a. Matching Dots, Number Sense, 1-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

b. Matching Numbers With Dots, Number Sense, 1-10 . . . . . . . . . . . . . . . . . . 51

c. Matching Numbers, Number Recognition, 1-20 . . . . . . . . . . . . . . . . . . . . 53

4. Flash Card War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

a. Dots, Number Sense, 1–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

b. Numbers, Number Sense, 1–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

5. Balloon Fiesta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

a. Number Sense, 0–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

b. Number Sense/Magnitude Comparison, 0–20 . . . . . . . . . . . . . . . . . . . 61

Grade 1 and Grade 2 Games by Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Grades 1 and 2 Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

1. It's a Jungle Out There: Number Sense/Magnitude Comparison, 0-20, Grade 1 . . . . . . . 65

2. Shapes in Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

a. Magnitude Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

b. Addition/Subtraction Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . 70

c. Place Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

3. Help the Baker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

a. Magnitude Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

b. Addition/Subtraction Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . 81

c. Place Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

4. All Aboard: Word Problem Solving, Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 90

5. Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

a. Matching Numbers, Place Value, Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . 92

b. Matching Numbers to Number Words, Vocabulary, Grade 2 . . . . . . . . . . . . . . 94

c. Matching Terms to Symbols, Vocabulary, Grade 2 . . . . . . . . . . . . . . . . . . . 96

6. Flash Card War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

a. Magnitude Comparison, Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

b. Place Value/Magnitude Comparison . . . . . . . . . . . . . . . . . . . . . . . . . .100

c. Addition/Subtraction Combinations, Magnitude Comparisons, Grade 2 . . . . . . .103

References and Suggested Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Introduction

Response to intervention (RtI) is a process for ensuring high-quality instruction for all
students. RtI focuses on practices that systematically identify and provide services to
students who are most in need of preventative intervention. In a multitiered approach
to RtI, three tiers are common practice. Tier 1 is characterized by the implementation of
evidence-based core instruction for all students. Tier 2 includes intervention to prevent
further difficulties in early mathematics and reading skills and concepts for students
identified as being at risk, with ongoing progress monitoring to assess the response to
treatment. Tier 2 intervention consists of explicit and systematic instructional procedures
provided to small groups of students for a fixed duration.1 Tier 3, or tertiary instruction,
is reserved for students who continue to struggle and thus require even more intensive
intervention than that provided in Tier 2.

In recent years, the schoolwide implementation of RtI programs by general education

teachers has created a need for the identification of high-quality, purposeful activities to
engage students while their classmates take part in Tier 2 intervention.2 Teachers have
requested ideas for mathematics activities that the rest of the class can independently
complete during intervention time. In particular, teachers have expressed the need for
engaging activities that are tied to curriculum skills, meet the needs of all learners, and
can be easily implemented in their classrooms.

Research supports the efficacy of conducting learning activities in various groupings

(e.g., centers, pairs) and independent extension activities. The benefits of such activities
include increased academic achievement, improved social skills, and strengthened inde-
pendent problem solving.3

Researchers have also identified best practices for creating and implementing learning
activities in classrooms. First, activities should directly link to standards-based curricula.4
Second, successful models include an accountability system for students and teachers.
Accountability systems should include problem solving, self- or peer checking, and writ-
ten documentation of work provided.5 Third, effective management and organization of
these activities have been shown to be key components of student success.6

1
Introduction

Based on research, teacher input, and feedback from state specialists, this booklet, Strate-
gies and Activities for Independent Learning — Mathematics (“SAIL Into Math”), presents
guidelines and strategies to effectively establish and maintain student-led learning cen-
ters and stations. Additionally, this booklet provides sample activities and games that can
be used in learning centers or stations with the rest of the class while teachers conduct
intervention lessons with small groups or individual students. Blackline masters of the
games and activities are included by grade level and mathematical concept. Suggestions
for scaffolding activities and games are also included to meet the various needs of diverse
learners. Finally, the activities and games in this booklet align with the Texas Response
to the Curriculum Focal Points (TXRCFP) and the Texas Essential Knowledge and Skills
(TEKS); specific TEKS are listed at the top of each activity.

2
Classroom Management
Classroom management is an im-
portant component of meaning-
ful, student-run activities during
intervention time. From choosing
and modeling appropriate activi-
ties to having students effectively
run and transition the activities
on their own, many decisions
need to be made so that the
activities meet the needs of your
students and are seamlessly
integrated into your classroom
routine.
Classroom Management Getting Started With Learning Centers or Stations

Effective centers require planning for both classroom organization and how to teach the
activities to students. Many teachers use time in the summer or work with colleagues in
the beginning of the year to select and gather activities and materials, assess and config-
ure classroom space conducive to learning stations, and plan timing and transitions.

1. Grouping for Center-Based Activities

There are multiple ways to group your students. These groupings depend on the activities,
abilities of your students, time, and classroom space. Keeping groups small increases learning
time and limits behavior issues. Examples of suggested groupings include the following:

• Small-group centers: 3–5 students working together on a specific activity and rotating
through all or some of the center stations

• Pairs: two students working together, often practicing and checking each other

Depending on how many activities are running at one time, you could set groups for activities,
rotate students through activities, or give each student specific directions about which activi-
ties he or she should do individually.
Mixed-ability (heterogeneous) groupings can be effective because students who understand a
skill can answer questions and keep the activity running independently. This grouping format
also helps students develop problem-solving skills. An alternative is grouping students at the
same level or who need to develop a particular skill that an activity targets (homogeneous).

4
Classroom Management Getting Started With Learning Centers or Stations

General Recommendations
Checklist

• Assess how many students can do an activity at once (2–4 students per activity
is suggested).

• Select students to work together who can problem solve, support each other,
and cooperate.

• Separate students who would distract each other.

• Depending on how many activities will be running at once:

- Divide students evenly in set groups between the activities;

- Rotate students through different activities; or

- Assign each student specific activities to complete individually.

• Your groupings can change throughout the year or depending on the objective of the
activity.

- Same-ability groups (homogeneous):

Group students who need to develop a particular skill that an activity targets.

These students may need additional scaffolds and supports, such as designating
a student or paraeducator to help problem solve and check answers; providing
manipulatives, answer keys, or illustrated or additional directions in problem areas;
and adjusting the game or activity so that everyone can accomplish the task.

- Mixed-ability groups (heterogeneous):

Students who understand a skill can answer questions and keep the activity run-
ning independently.

This configuration can develop

problem-solving skills in students.

5
Classroom Management Getting Started With Learning Centers or Stations

2. Choosing Appropriate Objectives and Activities

Crucial to meaningful and effective learning centers are the activities themselves. Select tasks that
reinforce or review target skills, particularly skills that need frequent practice (e.g., facts, geometry,
and measurement). When selecting your objectives and corresponding activities, also consider how
the activities meet the various learning needs in the classroom and how to adapt the activities for
specific students. Accumulating many activities across math subject areas and ability levels allows
you to choose appropriate tasks for students.

Recommended resources for finding appropriate tasks:

Teacher • Curriculum basals • Other teachers

Tip • Grade-level teacher books • Websites

• Your students

Selecting Activities
Checklist

• Link objectives to the Texas Essential Knowledge and Skills (TEKS) and Texas
Response to the Curriculum Focal Points (TRCFP).

• Choose activities that review and reinforce concepts already taught.

• Use current and previous mathematics units as guides.

• Include only one objective per activity.

• Add applied and extension activities for math skills in which students demon-
strate competence.

• Include fun activities that relate to objectives.

6
Classroom Management Getting Started With Learning Centers or Stations

3. Gathering Materials
Center activities vary in the amount of materials needed: Some games require only a deck of
cards, while others require game pieces, cards, and manipulatives. Seek out materials that are
reusable, engaging, safe, and inexpensive.

Finding materials:

Teacher • Most games can use various objects as game pieces

(e.g., erasers, paper clips, cubes).
Tip
• Interesting or thematic materials increase student
engagement (e.g., colored or flat marbles, themati-
cally linked toy shapes).

• Ask other teachers or resource specialists for their

extra materials.

• Reuse everyday objects that can easily remain in the

workspace (e.g., pennies, paper rolls, buttons).

• Use toys from kids’ meals and promotional products.

• Look in school storage for unused materials and

textbooks.

• Visit garage sales and thrift stores.

• Have a parent or paraeducator help make game

pieces.

• Keep a list of materials wanted and share with par-

ents for donations.

4. Organizing and Managing Materials and Classroom Space

Keeping each activity and its parts in a separate container reduces the chance that pieces will be
misplaced. Labeling or color-coordinating game pieces helps to keep the pieces together. Laminat-
ing game boards, cards, and other materials makes them last.

Space is often at a premium in classrooms. Find a designated space in your classroom to store center
materials. The space should be labeled and easily accessible for students.

Post a classroom map that shows students designated

center spaces.
Teacher
Tip

7
Classroom Management Getting Started With Learning Centers or Stations
Center Materials
Additionally, decide where each activity or type of Computer
activity should be done in your room. Space out groups, Turn in Work Station

but ensure they are visible from your intervention area. Super
Shapes

• Ideas for containers:

- Laminated manila envelopes

Teacher’s Desk
Fun

-
Facts

File folders Measurement

Mania

- Tubs with lids

- Sealable plastic bags

Problem-
Solving
Solutions
Place Value
(Rug)

- Boxes

- Cardboard or plastic flats (e.g., beverage flats)

- Plastic dairy containers

• Ideas for storage:

- Student-friendly cabinet (not too tall)

- Shelves

- Next to designated activity area

- Drawers or trays

- Closet

- Labeled storage bins (easy to share with other classrooms)

5. Timing

To increase students’ focus and success, limit overall

student-led activity time to 20–30 minutes.
Teacher
Tip

8
Classroom Management Getting Started With Learning Centers or Stations

Suggested Configurations
Checklist

• Two activities, 15 minutes each

• Three activities, 10 minutes each

• Four activities, 7–8 minutes each

• Two to four activities, students in charge of time management

The number and types of activities depend on the total time allotted for centers.

• Timing considerations:

- The age and abilities of students

- How long each activity lasts and whether it will be repeated

- How many activities students are expected to complete during one intervention pe-
riod (number of rotations)

- How many activities to provide per period

- Transitions (1–3 minutes each for setting up, moving between activities, and cleaning
up)

Allow transition time for setting up, moving, and clean-

ing up (1–3 minutes each).
Teacher
Tip

• Examples of how to keep time during centers:

- Automatic timer

- Student time keeper (older grades)

- Experienced students self-regulating and moving on to next activity when one is com-
pleted

9
Classroom Management Getting Started With Learning Centers or Stations

6. Selecting Signals
While you are leading an intervention, you may need to communicate quickly and quietly
with some or all students. Signals can be used for transitions, as behavior reminders, or to
deliver directions.

• Choose a visual, nonverbal signal that lets students know when to:

- Switch activities

- Reduce the noise level

- Clean up

• Example signals:

- Thumbs-up/thumbs-down (students can use this signal with each other)

- Hand clap

- A different number of fingers held up for each group

- A hat that indicates you are “unavailable,” except for emergencies

- Quiet music that is timed to go on/off at transition times

7. Introducing the Activities

For students to successfully and independently work on any activity, you must teach them
what you expect and want them to do. Model expected behaviors, practice the activity with
students, and supervise students before they complete the activity alone. Introduce one new
activity per day, or per week, allowing time to model, practice, supervise, and reteach.

• Model the expected behavior for the activity.

• Practice the activity with students.

• Supervise students before they complete an

activity alone.

• Introduce one new activity per day or week,

allowing time to model, practice, supervise,
and reteach.

10
Classroom Management Getting Started With Learning Centers or Stations

• Explicitly teach students the following:

- Where to find the activity - How to keep track of their work

- How the activity is organized - What to do if they finish early

- What the objective is - How to handle disagreement

- What materials are necessary and - How to quickly clean up

where to find them
- Where to store the activity
- How to problem solve common issues
- Where to put their work
- How to handle the materials properly
- How and when to use appropriate
voice levels

11
Classroom Management Running Activities Versus Activities Running Themselves

After preparing and introducing the activities to students, take advantage of the sev-
eral strategies to keep students meaningfully engaged. Holding students accountable,
planning rotations, scaffolding activities, and targeting transitions all help to maximize
student learning time.

1. Student Accountability

Improve the quality of student work, increase on-task behavior, and measure student prog-
ress by requiring students to complete and show activities.

• Assess students’ skills by having them show you the work they accomplished during the
activities.

• Accountability has been shown to improve student work quality and on-task behavior.

• Commonly used accountability checks including the following (see the following pages
for examples):

- Sheet showing work from activity

- Paper checked by a parent, paraeducator, or other student

- Journal entry stating what activities the student completed, what the student learned,
and why the student thought the teacher included the activity

12
 Accountability Chart
Name:
Monday Tuesday Wednesday Thursday Friday
Week of:
#1 Super Shapes
Classroom Management

#2 Fun Facts

#3 Problem-Solving
Solutions

#4 Measurement
Mania

#5 Place Value

This accountability chart is a sample that you can use in several ways. Students can fill out the spaces on
their own, using faces that show how the center went that day; color in the boxes to show which activities
were completed that day; write something they learned in the boxes; or number tasks to show the order
in which they were completed. Teachers can also use this format to write notes to students about how to
complete each activity (which may assist in scaffolding lessons), record observations, provide feedback to
students, and number centers to indicate the order in which to complete them.

13
Running Activities Versus Activities Running Themselves
Classroom Management Running Activities Versus Activities Running Themselves

Friday
Thursday
Accountability Chart

Wednesday
Tuesday
Monday
Week of:
Name:

14
 Name Center
Classroom Management

Can do
Great! OK. better!

I worked like this

I was a good teammate

I got this much work done

The activity made me feel like this

15
Running Activities Versus Activities Running Themselves
16
Center

Name Date
Classroom Management

Yes Almost No

I followed the directions

I completed the activity

I understood how the activity

connects to what I am learning
I enjoyed this activity and would
do it again
Running Activities Versus Activities Running Themselves
Classroom Management Running Activities Versus Activities Running Themselves

2. Rotation

Having students complete more than one activity during a time block reinforces skills and aids
behavior management.

Rotating keeps students engaged and interested.

Teacher
Tip

• Teach students how to do the following:

- Recognize when it is time to rotate (either when they are finished or there has been a
signal)

- Clean up or leave the activity for the next group

- Locate the next activity

- Move quietly, safely, and quickly

- Start the next activity smoothly

• Use visual aids that explain student rotations, such as the following:

- Pocket charts with cards of groups placed next

to picture cards of ordered activities

- Group folders with listed activities

- Order written on the board

- Envelopes with cards for designated activities

(can also have multiple envelopes for each
group, one for each rotation)

- Weekly rotation cards per student or group

17
Classroom Management Running Activities Versus Activities Running Themselves

3. Scaffolding Activities for Varying Ability Levels

Activities can share an objective but vary in difficulty to meet each student’s needs. In ad-
dition, each activity can have a standard exercise as well as extension options to challenge
advanced students or to reteach material for students who need further review.

• Include instructions for each activity’s standard, extension, and reteaching options.

Include “must-do” activities that target students’ learn-

ing goals and “may-do” activities of various types and
Teacher levels for further practice.

Tip

• Color-code activity cards of different levels

(e.g., blue cards for single-digit addition, green cards
for double-digit addition).

• For struggling students:

- Provide manipulatives to solve problems.

- Simplify directions.

- Allow students to work with a partner.

• To challenge students:

- Provide novel situations in which to solve problems.

- Have students illustrate or defend their answers.

- Write additional activities for each task.

• Give each student an independent work folder that lists what task and which cards or
skills they need to work on for the week.

• Have students write in a journal about the activity if they finish early.

• Have students help other students when they complete an activity.

18
Classroom Management Running Activities Versus Activities Running Themselves

4. Transitions Don’t Have to Be Challenging

Having students quietly and quickly

set up, complete, rotate, and clean
up independent activities can be a
daunting task. However, explicitly
teaching and frequently revisiting
expectations and modeling appro-
priate behavior can help.

19
Classroom Management Running Activities Versus Activities Running Themselves

5. Suggestions for Successful Centers or Stations

• Plan for centers and collect materials in advance.

• Teach and introduce all expected behaviors for each activity slowly and individually (even
down to how to safely move around the room).

• Practice all expected behaviors.

• Have students demonstrate and model expected behavior multiple times and then as
needed.

• Elicit feedback from students on what went well and what could be changed.

• Correct inappropriate behavior immediately by redirecting to expected behavior or by

establishing and enforcing consequences.

• Establish a familiar set of routines that translate to each new activity.

• Establish a system for asking questions, such as the following:

- “Ask three before me”

- A designated “captain” who answers questions, either for each task or for the entire
class

• Establish and model a quick clean-up routine.

• Label all activity containers, pieces, and areas.

• Keep extra materials for each activity easily accessible.

• Establish a clear timing system for rotation so that students know when to move and
when to clean up.

• Post a map or diagram to remind students where to do specific activities and to where
they should transition.

• Teach students how to patiently and quietly help each other answer questions.

• Be patient with the process; it takes many reminders!

20
Behavior Management Plan

A good behavior management plan is an important component of starting

and maintaining successful student-run centers and stations. Without a good
plan, problems may occur, including students being confused about ex-
pected behavior, being disruptive, straying off task, or mishandling materials.
By following some simple steps, you can minimize behavior issues in centers
and stations so that students can focus on their small-group intervention
work.

Establishing and maintaining rules and expectations from the start fosters
appropriate behavior, so that many behavioral concerns can be avoided or
limited.
Behavior Management Promoting Positive Behavior

Creating an environment that promotes positive behavior and minimizes distractions

and opportunities for off-task behavior is crucial for optimal student engagement
and learning. Before implementing centers, predict and target common behavioral
concerns during centers. Then create a short list of rules to teach your students before
starting centers. Also model and teach consistent consequences that are linked to
student behavior.

Behavior can directly relate to class-

room organization. Teachers recom-
Teacher mend minimizing distractions and
confusion by spacing activities in
Tip different areas of the room, using
headsets for technology devices, and
providing easy access to materials.

1. Establishing Rules

Planning ahead helps to avoid learning disruptions during center activities. Students should
be told what is expected of them and how to complete each task. Set clear expectations for
center and station behavior—provide specific examples and nonexamples of appropriate be-
havior. By clearly establishing rules and expectations, opportunities for behavioral issues can
be reduced. When misbehavior does occur, having set rules and procedures in place can aid in
redirecting behavior with minimal time and attention from you.
Take into account common issues before introducing centers. First, think about behavioral
problems that tend to occur with your students during station or center activities. Keep these
issues in mind when planning, selecting, and teaching rules. It may be helpful to keep a log
of problems that occur, when they occur, and under what conditions they occur. Record what
you did to stop the behavior and whether it worked. See the next pages for example logs and
blank logs that you can use as templates.

22
 Example Behavior Log
Behavior Management

Wiggle 9/23/10 Fighting over who When starting Reteach and model Yes, but took addition-
Worm uses which game the game rolling the die to de- al private reminders to
pieces termine who selects 2 students
game pieces first
Jungle Out 9/27/10 Students from Another activity • Place activities Place activities further
There other games com- station was set further apart in the apart in the room.
ing over to watch up nearby; be- room.
(students off task) havior occurred • Reteach and
near the end of model what to do
activity time when students fin-
ish a station before
time is up.
• Set up and teach
consequence of
not working on
designated station.

23
Promoting Positive Behavior
Behavior Management Promoting Positive Behavior
Behavior Log

24
 Example Behavior Log
Behavior Management

Flashcard War • Turn-taking Loud voices: shout- • Reteach and Use a timer with the
• Checking an- ing out answers rehearse “1-inch game
swers voices” (refer to
posted sign).
• Practice wait
time.
All Aboard • Quiet voices Some students Discussed misbe- • Adjust partner-
• Working out an- struggled with havior privately ships after re-
swers on scrap reading the word with select group teaching.
paper problems, which • Pair these stu-
led to off-task be- dents with a
havior. buddy to assist
in reading the
problems.

25
Promoting Positive Behavior
Behavior Management Promoting Positive Behavior
Behavior Log

26
Behavior Management Promoting Positive Behavior

Common Behavioral Concerns

Checklist

• Exceeding noise levels

• Leaving a station inappropriately

• Misusing materials

• Not taking turns

• Copying other students’ work

• Not working cooperatively

• Not following game rules

• Bothering other students

• Not problem solving

Many younger students benefit from having a visual

cue to help them manage voice levels. Some teach-
Teacher ers use the terms “1-inch voice,” “3-inch voice,” etc., and
Tip model each level while displaying visual measurements
(fingers, hands, or a ruler) to help students control voice
levels. Students then rehearse speaking at each level
on command. Once students have mastered match-
ing their voices to a command, teachers can use this
nonverbal signal to remind students about appropriate
voice levels.

2. Introducing Rules
Students need to have a clear understanding of expected behavior, what appropriate
and inappropriate behavior looks and sounds like, and the consequences for behaviors.
Model the rules and expectations for each activity and have other students model the
behaviors. Identify inappropriate behaviors as well. Provide opportunities for students to
practice the rules and expectations, and provide feedback on student behaviors.
Introduce the rules prior to starting centers. Choose 3–5 rules and post them in the class-
room or at each center (use pictures if needed).

27
Behavior Management Promoting Positive Behavior

Possible Rules for Student-Led Activities (Select 3-5)

Checklist

• Work and problem solve without the teacher, except at designated times.

• Use quiet voices (e.g., “1-inch voice,” inside voice, whisper).

• Stay on task.

• Remain at your center until transition time.

• Respect your and others’ learning (i.e., don’t copy).

• Do the activity as it was taught.

• Clean up.

• Follow restroom break rules.

• Use manipulatives appropriately.

3. Setting Consequences for Misbehavior

As with rules and expectations, identify and model consequences for misbehavior during inter-
vention time. These consequences will vary due to the type and severity of the behavior. Include
natural consequences that link to classroom and center rules. Clear consequences for misbehav-
iors and nonverbal signals that indicate specific consequences reduce distractions for the class,
teacher, and intervention group.

28
Behavior Management Promoting Positive Behavior

Suggested Consequences
Checklist

• Provide a system of behavior support (e.g., peer helper, paraeducator) for stu-
dents to help with redirection and completing the task.

• Assign an alternative activity.

• Have students who do not follow rules attend a “Center Academy” to relearn
the rules and practice proper behavior.

• Have students not participate in recess or another fun activity to make up the
work.

• Connect to the classroom management system (e.g., color change, clothespin

move, name on the board).

How am I doing today?

OUTSTANDING

GREAT JOB
Alicia Brian Carlos Diane

GOOD DAY

Elana Jenifer Johnny Matt

READY TO LEARN

THINK ABOUT IT

TEACHER’S CHOICE

PARENT CONTACT

29
Behavior Management Maintaining and Reinforcing Expectations

Throughout the year, students need periodic reminders of the rules, expectations,
and consequences for behaviors during center time. Focus more heavily on rule
review for the first 6 weeks of the school year. Reteach the expectations as needed
and with each new center or station activity.

1. Providing Positive Feedback

Providing feedback is a powerful way to reinforce positive behavior. Provide specific praise
for appropriate behavior more often than reacting to problem behavior. Examples of specific
praise include the following: “I see that group 1 is putting the materials away carefully for the
next group.” “Group 2 really showed us how to problem solve with their neighbors.” “[Student]
quietly found the right task to do when [he/she] finished early.”
Use visual (e.g., thumbs-up, colored flag, smiley face sign) and verbal (e.g., “Keep up the good
work, Table 2!” “Team 5 is working together to keep everyone on task.”) prompts to reinforce
targeted behaviors. Give student-identified, meaningful rewards to students who complete all
activities and follow rules. Depending on the age of the students and your resources, exam-
ples of such awards could include extra free time, choice of which station to start with, stick-
ers, and positive notes.

30
Behavior Management Maintaining and Reinforcing Expectations

2. Redirecting Inappropriate Behavior

When students misbehave, they often need to be reminded of what the appropriate behav-
iors look and sound like. Ask students to identify the inappropriate behavior. Have students
model appropriate behavior. If many students consistently struggle with the rules, review and
model appropriate behaviors and expectations as a group. Consider whether the designated
consequences are being applied consistently or whether they need to be changed.

Using a visual cue to remind students how to be “math

ready” for centers helps to reinforce these behaviors
Teacher later.
Tip Below is an example of reminders that some teachers
use to help students prepare for math activities. Teach-
ers can remind students to show the five displayed
behaviors.

Hands on table!
Ears listening!

Mouth Ready
quiet! to learn!

Eyes on activity!

31
Behavior Management Maintaining and Reinforcing Expectations

3. Soliciting Student Feedback

Solicit student feedback on activities (e.g., ask students to reflect on what went well and what
did not, which centers students enjoy and do not enjoy). Adjust activities to keep students
engaged.

Ways to Make Tasks Appealing to Students

Checklist

• Bright colors

• Pictures/images

• Counters/materials that match the game and are interesting/thematic

• Hands-on manipulatives

• Movement

• Connections to student interests

• Variety

• Clarity

32
Behavior Management Fostering Independent Problem Solving

Establishing strategies and routines encourages students to first tackle issues on

their own during center activities. Introduce problem solving by modeling strate-
gies, particularly thinking through possible solutions aloud for students. Encour-
age students to brainstorm appropriate ways to solve issues that may arise and
role-play the decision-making process and selected solution. Emphasize that good
problem solving should be quick, quiet, and cooperative.

1. Designating a “Problem Solver”

Designate one student per day as the “problem solver.” This student is the first point of contact
if someone has a question or concern and is a liaison between the students and the teacher.
Rotating this position throughout the year allows each student to be an “expert” problem
solver.

2. Discussing Inappropriate Behavior

Speak to individual students or groups of students privately after the students have engaged
in inappropriate behavior. Ask the students to identify ways they could have solved the prob-
lem on their own and that they could use next time in that situation.

33
Behavior Management Fostering Independent Problem Solving

3. Praising Effective Problem Solvers

Praise students or groups of students who problem solve well and have those students model
to the class. Periodically reinforce and expand problem-solving skills by modeling and re-
hearsing a decision-making process and solutions with your students.

34
Game Instructions

This section of the booklet contains mathematics games that students can play during
center time.

• Several different game boards are included for each game that span various number ranges.
Blank game boards are also provided. Use a board with a number range that matches cur-
rent or reviews past instructional content.

• All of the games, with the exception of All Aboard, have separate playing card sets, each
focusing on a specific mathematics skill. For example, Shapes in Space has different playing
card sets for magnitude comparison, addition/subtraction combinations, and place value.
Introduce each skill and its corresponding playing cards separately to keep the objective of
the game clear.

• Familiarize yourself with the game instructions and materials before introducing them to
students. Each game has separate teacher and student instructions. The student instructions
are intended to be a secondary support for students after you have modeled and reviewed
the games. Most games use a game board, score card, and playing cards. Two games, Memo-
ry and Flash Card War, use only cards.

• Unless otherwise noted, each game uses the same score card across all versions of the game.

• A suggested grade level is listed for each game. However, if necessary, adapt the games to fit
the needs and abilities of your students across grades by:

- Using the scaffolding ideas and extension activities listed for many of the games

- Filling in the blank game board and blank set of playing cards provided with each game
with a specific skill or number range

• The games are designed to provide practice in essential mathematics skills. The goal of the
games is to review skills, not to have 1 winner.

• All of the materials are provided in PDF form (game boards, playing cards, and score cards).
Print the materials on white paper with a color printer, except the All Aboard playing cards,
which should be printed on colored paper or cardstock (see game instructions for more
information).

• The game boards are available in two sizes to accommodate varying printer capabilities:

- An 11-inch by 17-inch (tabloid size), whole-page version; if possible, use this version

- A split-page version with two 8.5-inch by 11-inch (standard letter size) pages to be taped
together
35
Game Instructions

• Playing cards are organized by skill and grade level. Print the cards double-sided.

• If possible, laminate the game boards and playing cards to lengthen their life and to allow
the use of dry-erase markers with the blank materials, making them reusable.

• Print score cards for each student.

• Print and laminate the additional support materials, such as number lines and hundreds
charts, as needed.

Note: Additional materials not provided in this booklet or on the website are needed for some
games (e.g., game pieces, pencils or markers, number lines, hundreds charts). Gather any such
materials before beginning each game.

36
Game Instructions General Instructions

Kindergarten, First Grade, and Second Grade

- Take turns.
- Help your friends at your table.
- If you have a question, ask a friend in
your group first.
- Roll the die—do not throw it.
- Decide who goes first. One way to
decide is to roll the die and have the
player with the highest roll go first.
- Choose your game piece. Again,
you can roll the die to see who
picks first.
- Do not shout answers.
- Be respectful.
- Write your name and the date on
your score sheet.
- Continue to play the entire time.
- The goals of the games are to
practice and to have fun! There is no
winner.

37
Game Instructions

MC-Magnitude Comparison
NS-Number Sense
NR-Number Recognition
GG-Geometry and Graphing

1. It’s a Jungle Out There . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

a. Geometry, Spatial Reasoning/Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

b. Number Sense, 0-10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

c. Number Sense/Magnitude Comparison, 0-20. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

2. Wiggle Worm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

a. Number Sense/Magnitude Comparison, 0-20 . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

b. Number Sense/Number Sequencing, 0-20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

3. Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

a. Matching Dots, Number Sense, 1-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

b. Matching Numbers With Dots, Number Sense, 1-10 . . . . . . . . . . . . . . . . . . . . . . . . 51

c. Matching Numbers, Number Recognition, 1-20 . . . . . . . . . . . . . . . . . . . . . . . . . . 53

4. Flash Card War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

a. Dots, Number Sense, 1–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

b. Numbers, Number Sense, 1–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

5. Balloon Fiesta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

a. Number Sense, 0–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

b. Number Sense/Magnitude Comparison, 0–20 . . . . . . . . . . . . . . . . . . . . . . . . . 61

38
Game Instructions Kindergarten Games

1. It's a Jungle Out There

1a. It’s a Jungle Out There
Geometry, Spatial Reasoning/Graphing
TEKS
K.1B, K.1C, K.7B,
K.8C, K.12A,
Materials: game board; 3 decks of playing cards with animal on 1 side; die; K.14A
game pieces; 1 score card per student; pencils, crayons, or markers

Teacher Instructions
The first player rolls the die and moves the game piece
the number of spaces shown.

The student picks 1 game card that matches the animal

shown in the space that he or she landed on.

The student fills in 1 space on his or her score card above the same animal.
Students should fill in the smaller spaces in the right column above each
animal, as shown. The left column is used in another version of this game.
Students can put their cards back in the pile or keep them until the end of the game.

The next student rolls and repeats the steps above.

Continue playing as time allows. Students can go around the board many times. If appropri-
ate, have students count how many times they landed on each animal and write the total
number by each animal’s picture on the score card.

Scaffolding Ideas Extension Activities

• If students find the score card • Have students count their total
confusing, cover the left column number of animal cards, using
above each animal, so students their graphs, either individually or
know to use only the smaller, as a team.
right-column boxes. • Have students circle the graph
• If a students have trouble count- with the most animal cards drawn.
ing their bar-type graph, have • Change how many animal cards
them touch each space as they students can take per turn and
count. Students also could write have students fill in the appropri-
the numbers in the boxes to help ate number of spaces on their
keep track. graphs.

39
Game Instructions Kindergarten Games
1a. Student

Materials: game board; 3 decks of

playing cards with animal
on 1 side; die; game pieces;
1 score card per student;
pencils, crayons, or markers

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Take 1 card that matches the animal you landed on.
4. Fill in 1 space above the same animal in
the smaller box on the right side of the
score card (do not use the big boxes on
the left side).
5. The next player rolls the die.
6. Continue playing until time runs out.
7. Count how many spaces you filled in for each animal.
8. Write the total next to each animal.

40
Game Instructions Kindergarten Games

1b. It’s a Jungle Out There

Number Sense, 0-10

Materials: game board; 3 decks of playing cards with an animal on 1 side and
an animal face on the other side; die; game pieces; 1 score card
TEKS
K.1C, K.6B, K.7B,
per student; pencils, crayons, or markers K.8C, K.14A

Teacher Instructions
The first player rolls the die and moves game piece the
number of spaces shown.

The student picks 1 game card that matches the animal

shown in the space that he or she landed on.

The student counts the number of animal faces on the

other side of the card.

The student says how many animal faces are on the card and writes the
number in the space in the left column above the animal on the score card.
The right column will not be used in this version of the game. Students can
keep their cards or put them card on the bottom of the appropriate pile.

The next student rolls and repeats the steps above.

Continue playing as time allows. Students can go around the board many times.

Scaffolding Ideas Extension Activities

• Give students counters to place • Have students circle the largest
on the faces as the students number of faces they got on a
count, so that they do not count a roll for each animal.
number twice. • Have students count the total
• Make available a list of numerals animal faces counted.
for students who forget how to • Have students graph the number
write a number. of animal faces.
• If students find the score card
confusing, cover the right column
above each animal, so students
know to use only the larger, left-
column boxes.

41
Game Instructions Kindergarten Games
1b. Student

Materials: game board; 3 decks of

playing cards with an
animal on 1 side and an
animal face on the other
side; die; game pieces; 1
score card per student;
pencils, crayons, or
markers

Student Instructions
1. Roll the die.
2. Move your game piece the number of
spaces you rolled.
3. Take 1 card that matches the animal you landed on.
4. Count the number of animal faces on the other side
of the card.
5. Say how many animal faces are on the card and write the
number above the animal in the larger box on the left side of
the score card (do not use the small boxes on the right side).
6. The next player rolls and repeats the steps above.
7. Continue playing as time allows. You can go around the board
many times.

42
Game Instructions Kindergarten Games

1c. It’s a Jungle Out There

Number Sense/Magnitude Comparison, 0-20

Materials: game board; 3 decks of playing cards with an animal on 1 side and
a number on the other side; die; game pieces; 1 score card per
TEKS
student; counting cubes; pencils, crayons, or markers K.1A, K.14A
Note: Blank cards are included in each set. Add 1 or 2 blank cards per game to
represent 0. Use the remaining blank cards to adjust the game as needed.

Teacher Instructions
The first player rolls the die and moves game piece
the number of spaces shown.

The student picks 2 game cards that match the animal

shown in the space that he or she landed on.

The student says the number on each card and builds the number using counting cubes.
The student then says which number is bigger and writes the bigger number in the space
in the left column above the animal on the score card. The right column will
not be used in this version of the game. Students can keep their cards or
put them on the bottom of the appropriate pile.

The next student rolls and repeats the steps above.

Continue playing as time allows. Students can go around the board

many times.

Scaffolding Ideas Extension Activities

• If students do not know where to • Have students circle the biggest
write a number, cover the right- number they have written for
hand column used for graphing each animal.
above each animal face. • Have students graph the greatest
number for each animal face.

• Have students identify the

smaller number instead.

43
Game Instructions Kindergarten Games
1c. Student

Materials: game board; 3 decks of

playing cards with an animal
on 1 side and a number on
the other side; die; game
pieces; 1 score card per
student; counting cubes;
pencils, crayons, or markers

Student Instructions
1. Roll the die.
2. Move your game piece the number of
spaces you rolled.
3. Take 2 cards that match the animal you landed on.
4. Say the numbers on the cards, build the numbers
with counting cubes, say which number is bigger, and
then write the bigger number above the animal in the
larger box on the left side of the score card (do not use
the small boxes on the right side).
5. The next player rolls and repeats the steps above.
6. Continue playing as time allows. You can go around the
board many times.

44
Game Instructions Kindergarten Games

2. Wiggle Worm
2a. Wiggle Worm
Number Sense/Magnitude Comparison, 0-20
TEKS
Materials: game board; 2 decks of playing cards with a pink or orange K.1A, K.7B, K.8C,
Wiggle Worm face on 1 side and a number on the other side; die; K.14A
game pieces; 1 score card per student; counting cubes; pencils,
crayons, or markers

Teacher Instructions
The first player rolls the die and moves the game piece
the number of spaces shown.

The student picks 2 game cards that match the color

that he or she landed on.

The student says the number on each card, builds each

number with counting cubes, says which number is bigger,
and then writes the bigger number in the space in the column
of the same color on the score card. Students can keep their
cards or put them on the bottom of the appropriate pile.

The next student rolls and repeats the steps above.

Continue playing as time allows. Students can go around the

board many times.

Scaffolding Ideas Extension Activities

• If students are unsure which num- • Have students circle the biggest
ber is bigger, allow them to place number they have written for
the towers of counting cubes on a each color.
number line. • Have students sequence their
• If students do not know where to cards and then ask whether a
write a number, cover the spaces team can make an entire number
in both columns, leaving one line.
blank space for each color, and • Have students identify the
uncover a new blank space when smaller number instead.
one is used.

45
Game Instructions Kindergarten Games

2a. Student

Materials: game board; 2 decks

of playing cards with a
pink or orange Wiggle
Worm face on 1 side and
a number on the other
side; die; game pieces; 1
score card per student;
counting cubes; pencils,
crayons, or markers

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces
you rolled.
3. Take 2 cards that match the color you landed
on.
4. Say the number on each card, build each number with
counting cubes, say which number is bigger, and then
write the bigger number in the column of the same
color on your score card.
5. The next player rolls and repeats the steps above.
6. Continue playing as time allows. You can go around the
board many times.

46
Game Instructions Kindergarten Games

2b. Wiggle Worm

Number Sense/Number Sequencing, 0-20

Materials: game board; 2 decks of playing cards with a pink or orange Wiggle
Worm face on 1 side and a number sequence on the other side;
TEKS
K.2A, K.2B, K.7B,
die; game pieces; 1 score card per student; number line; pencils, K.8C
crayons, or markers

Teacher Instructions
The first player rolls the die and moves the game piece the
number of spaces shown.

The student picks 1 card that matches the color that he or she
landed on.

The student says the number sequence on the card, points to

the missing number on the number line, says which number is
missing, and then writes the missing number in the space in the
column of the same color on the score card. Students can keep
their cards or put them on the bottom of the appropriate pile.

The next player rolls and repeats the steps above.

Continue playing as time allows. Students can go around the

board many times.

Scaffolding Ideas Extension Activities

• If students do not know where to • Have students circle the biggest
write a number, cover the spaces number they have written for
in both columns, leaving one each color.
blank space for each color, and • Have students write sequences
uncover a new blank space when for each other.
one is used.

47
Game Instructions Kindergarten Games

2b. Student

Materials: game board; 2 decks of

playing cards with a pink or
orange Wiggle Worm face
on 1 side and a number
sequence on the other side;
die; game pieces; 1 score
card per student; number
line; pencils, crayons, or
markers

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces
you rolled.
3. Take 1 card that matches the color you landed
on.
4. Say the number sequence on the card, point to
the missing number on the number line, say
the missing number, and then write the missing
number in the same color on your score card.
5. The next player rolls and
repeats the steps above.
6. Continue playing as time allows. You can go around the board
many times.

48
Game Instructions Kindergarten Games

3. Memory
3a. Memory, Matching Dots
Number Sense, 1-6
TEKS
Materials: 2 sets of playing cards with a light bulb on 1 side and 1 to 6 dots K.1A, K.1C, K.8A
on the other side (12 cards total)

Teacher Instructions
Students shuffle the 2 decks together and then arrange all of the cards with the light bulb
side up.

The first player turns over 2 cards and says how many dots are on each
card. If the numbers match, the student keeps the cards as a matched
pair. If the numbers do not match, the student turns the cards back
over in their original spots.

The next player chooses 2 cards and repeats the steps above.

Continue playing as time allows or until all

of the cards are matched.

Scaffolding Ideas Extension Activities

• Have students write on scratch • Have students write each pair
paper the numbers of dots as they they find and circle the biggest
are revealed to help the students and the smallest pair.
remember the numbers.
• Sort cards into decks by sequen-
tial spatial ordering and random
assortment. Practice counting with
random assortment before stu-
dents play the game to help stu-
dents count accurately.
• Restrict the number range (e.g., re-
strict play to cards with 1 to 3 dots)
to meet students’ needs.

49
Game Instructions Kindergarten Games

3a. Student

Materials: 2 sets of playing cards

with a light bulb on 1
side and 1 to 6 dots on
the other side (12 cards
total)

Student Instructions
1. Shuffle the dot cards and then place them on the table, 1
card at a time, with the light bulb side up.
2. Turn over 2 cards. Count the dots on each
card and say the numbers.
3. If the numbers are the same, keep the cards
next to you.
4. If the numbers are different, turn them
back over in the same place on the table.
5. The next player turns over 2 cards and
repeats the steps above.
6. Continue playing until the teacher says
“Stop” or all the cards are matched.

50
Game Instructions Kindergarten Games

3b. Memory, Matching Numbers With Dots

Number Sense, 1-10

Materials: 1 set of playing cards with a light bulb on 1 side and a number,
1–10, on the other side; 1 set of playing cards with a light bulb on
TEKS
K.1A, K.1C
1 side and dots, 1–10, on the other side

Teacher Instructions
Students shuffle the decks separately and arrange the cards in 2 groups
next to each other with a space in between.

The first player turns over 2 cards (1 from each group) and says the
number on each (shown either by a numeral or dots). If the numbers
match, the student keeps the cards as a matched pair. If the numbers
do not match, the student turns the cards back over in their original spots.

The next player chooses 2 cards and repeats the steps above.

Continue playing as time allows or until all the cards are matched.

Scaffolding Ideas Extension Activities

• Have students write on scratch • Have students write each pair
paper the numbers and numbers they find and circle the biggest
of dots as they are revealed to and the smallest pair.
help the students remember the
numbers.

51
Game Instructions Kindergarten Games

3b. Student

Materials: 1 set of playing cards

with a light bulb on
1 side and a number,
1–10, on the other side;
1 set of playing cards
with a light bulb on 1
side and dots, 1–10, on
the other side

Student Instructions
1. Shuffle the cards with numbers and place them
on the table, 1 at a time, with the light bulb
side up. Shuffle the cards with dots and place
them on the table, 1 at a time, with the light
bulb side up, next to the first set of cards.
2. Turn over 2 cards. Say the number or the
number of dots on each card.
3. If the numbers are the same, keep the cards.
4. If the numbers are not the same, turn the
cards back over in the same place.
5. The next player turns over 2 cards and
repeats the steps above.
6. Continue playing until the teacher says
“Stop” or all the cards are matched.

52
Game Instructions Kindergarten Games

3c. Memory, Matching Numbers

Number Recognition, 1-20

Materials: 2 decks of playing cards with a light bulb on 1 side and a number,
1–20, on the other side
TEKS
K.14A

Teacher Instructions
Students shuffle the 2 decks together and then arrange the
cards with the light bulb side up.

The first player turns over 2 cards and says the number on
each card. If the numbers match, the student keeps the cards
as a matched pair. If the numbers do not match, the student
turns the cards back over in their original spots.

The next player chooses 2 cards and repeats the steps above.

Continue playing as time allows or until all the cards are matched.

Scaffolding Ideas Extension Activities

• Have students write on scratch • Have students write each pair
paper the numbers as they are they find and circle the biggest
revealed to help the students and the smallest pair.
remember the numbers.

53
Game Instructions Kindergarten Games

3c. Student

Materials: 2 decks of playing cards

with a light bulb on
1 side and a number,
1–20, on the other side

Student Instructions
1. Shuffle the number cards together and place
them on the table, 1 card at a time, with the
light bulb side up.
2. Turn over 2 cards. Say the number on each
card.
3. If the numbers are the same, keep the cards.
4. If the numbers are not the same, turn them
back over in the same place.
5. The next player turns over 2 cards and
repeats the steps above.
6. Continue playing until the teacher says
“Stop” or all the cards have been matched.

54
Game Instructions Kindergarten Games

4. Flash Card War

4a. Flash Card War, Dots (Paired Game)
Number Sense, 1–6
TEKS
Materials: 2 to 3 decks of flash cards with 1 to 6 dots on 1 side K.1A, K.1C

Teacher Instructions
Students shuffle the deck and then divide the cards equally between each player in a stack
with the dot side facing down.

Each player turns over 1 card and counts the number of dots shown.
The student with the greatest number of dots on his or her card wins
the round and adds the other students’ cards for that round to the
bottom of his or her stack.

If the greatest number is shared by more than 1 student, those

students turn over the next card in the stack and count the second
cards’ dots. The student with the greatest number of dots takes all of
that round’s cards.

If the second cards drawn in the war have the same number of dots,
the students keep revealing cards until 1 student wins the round.

Repeat the steps above for subsequent rounds.

If students run out of cards, they are out of the game.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Restrict the number range (e.g., • Have students count how many
restrict play to cards with 1 to 3 cards they have in all.
dots) to meet students’ needs.

• Have counters available to help

students compare number quan-
tities.

55
Game Instructions Kindergarten Games

4a. Student

Materials: 2 to 3 decks of flash

cards with 1 to 6 dots on
1 side

Student Instructions
1. Shuffle the cards and deal them equally between each
player in a stack with the dots hidden.
2. All players turn over their top card at the
same time, count the dots, and say the
number. The player with the biggest number
of dots wins all of the cards from that round
and adds them to the bottom of his or her stack.
3. If more than 1 player has the same biggest
number of dots, those players turn over a
second card and count and say the number of
dots. The player with the biggest number of dots
takes all of the cards.
4. If the number of dots is the same again, those
players keep turning over cards until 1 card has
more dots.
5. Repeat the steps above for each round.
6. If you run out of cards, you are out of the
game until it begins again.
7. Continue playing as time allows.

56
Game Instructions Kindergarten Games

4b. Flash Card War, Numbers (Paired Game)

Number Sense, 1–20

Materials: 1, 2, or 3 decks of flash cards (depending how many students are

playing) with a number, 1–20, on 1 side; counting cubes
TEKS
K.1A, K.14A

Teacher Instructions
Students shuffle the cards and then divide them equally between each player in a stack with
the dot side facing down.

Each student turns over 1 card and says the number shown. The students
build the numbers using counting cubes. The student with the biggest
number on his or her card wins the round and adds the other students’
cards for that round to the bottom of his or her stack.

If more than 1 student shares the same greatest number, those students
turn over the next card in their stack and say the number shown. The
student with the greatest number takes all of that round’s cards.

If the second cards drawn in the war show the same number,
those students keep revealing cards until 1 student wins the round.

Repeat the steps above for subsequent rounds.

If students run out of cards, they are out of the game.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Have students use a number line • Have students count how many
to compare numbers. cards they have in all.

57
Game Instructions Kindergarten Games

4b. Student

Materials: 1, 2, or 3 decks of flash cards

(depending how many people
are playing) with a number,
1–20, on 1 side; counting
cubes

Student Instructions
1. Shuffle the cards and deal them equally between
each player in a stack with the numbers hidden.
2. All players turn over their top card at the same
time and say the number shown. Build the numbers with
counting cubes. The player with the biggest number wins all
of the cards from that round and adds them to the bottom
of his or her stack.
3. If more than 1 player has the same biggest number,
those players turn over a second card and say the
number shown. The player with the biggest number
takes all of the cards.
4. If the numbers are the same again, those players
keep turning over cards until 1 card has a bigger
number.
5. Repeat the steps above for each round.
6. If you run out of cards, you are out of the
game until it begins again.
7. Continue playing as time allows.

58
Game Instructions Kindergarten Games

5. Balloon Fiesta
5a. Balloon Fiesta
Number Sense, 0–20
TEKS
Materials: game board; 5 decks of party house cards, each sitting on its K.7B,K.8C, K.14A
matching house on the game board; die; game pieces; 1 score
card per student; pencils, crayons, or markers

Teacher Instructions
Players put their game pieces in the house next to the
balloon labeled, “Start.” The first player rolls the die and
moves the game piece the number of spaces shown. If a
student lands on an arrow, the student moves forward or
backward 1 space in the indicated direction.

The student says the number that he or she landed on and

writes the number in the balloon of the same color on the
score card. If a student lands on a party house, the student
picks a party house card from the deck on that house.
Students should start a party house card pile next to their
score card.

The next student rolls and repeats the steps above.

Continue play as time allows. Students can go around the

board many times.

Scaffolding Ideas Extension Activities

• Make available a list of numerals • Have students circle the biggest
for students who forget how to number they have written for
write a number. each color.

59
Game Instructions Kindergarten Games

5a. Student

Materials: game board; 5 decks of

party house cards, each
sitting on its matching
house on the game
board; die; game pieces;
1 score card per student;
pencils, crayons, or
markers

Student Instructions
1. Place your game pieces in the house
next to the word, “Start.” Roll the die.
2. Move your game piece the number of spaces
you rolled. If you land on an arrow, move your
game piece 1 space forward or backward. Say
the number that you landed on and write the
number in the balloon of the same color on the
score card. If you land on a party house, pick a
card from that deck and make your own party
house card pile next to your score card.
3. The next player rolls and repeats the steps
above.
4. Continue playing as time allows. You can
go around the board many times. Try to fill
each balloon with numbers, and count how
many party house cards you have in all.

60
Game Instructions Kindergarten Games

5b. Balloon Fiesta

Number Sense/Magnitude Comparison, 0–20

Materials: game board; 5 decks of party house cards, each sitting on its
matching house on the game board; 4 decks of playing cards with
TEKS
K.1A, K.7B, K.8C,
a number on 1 side and a balloon on the other side; die; game K.14A
pieces; 1 score card per student; counting cubes; pencils, crayons,
or markers

Teacher Instructions
Players put their game pieces in the house next to the balloon
labeled, “Start.” The first player rolls the die and moves the game
piece the number of spaces shown. If a student lands on an
arrow, the student moves forward or backward 1 space in the
indicated direction.

The student picks 2 game cards that match the color that he or
she landed on.

The student says the number on each card, builds each number
with counting cubes, says which number is greater, and writes the
greater number in the balloon of the same color on the score card.
Students can keep their cards or put them on the bottom of the
appropriate pile. If a student lands on a party house, the student
picks a party house card from the deck on that house. Students
should start a party house card pile next to their score card.

The next student rolls and repeats the steps above. If a student lands on a party house, the
student picks a party house card from the deck on that house. Students should start a party
house card pile next to their score card.

Continue playing as time allows. Students can go around the board many times.

Scaffolding Ideas Extension Activities

• Make available a list of numerals • Have students circle the biggest
for students who forget how to number they have written for
write a number. each color.

• Have students add all the party

house cards they have collected.

61
Game Instructions Kindergarten Games

5b. Student

Materials: game board; 5 decks of party

house cards, each sitting on its
matching house on the game
board; 4 decks of playing cards
with a number on 1 side and
a balloon on the other side;
die; game pieces; 1 score card
per student; counting cubes;
pencils, crayons, or markers

Student Instructions
1. Place your game pieces in the house next
to the word, “Start.” Roll the die.
2. Move your game piece the number of spaces
you rolled. If you land on an arrow, move your
game piece 1 space forward or backward.
3. Take 2 cards that match the color you landed
on.
4. Say the number on each card, make each
number with counting cubes, say which number
is bigger, and write the bigger number in the
balloon of the same color on your score card. If
you land on a party house, pick a card from that
deck and make your own party house card pile
next to your score card.
5. The next player rolls and repeats the steps above.
6. Continue playing as time allows. You can go around the
board many times. Try to fill each balloon with numbers, and
count how many party house cards you have in all.

62
Game Instructions

ASC-Addition/Subtraction Combinations MC-Magnitude Comparison V-Vocabulary

PV-Place Value WPS-Word Problem Solving NR-Number Recognition

1. It’s a Jungle Out There: Number Sense/Magnitude Comparison, 0-20 (MC) . . . . . . . . . . . . . . . . . . . . 65

2. Shapes in Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
a. Magnitude Comparison (MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
b. Addition/Subtraction Combinations (ASC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
c. Place Value (PV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
3. Help the Baker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
a. Magnitude Comparison (MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
b. Addition/Subtraction Combinations (ASC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
c. Place Value (PV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
5. Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
a. Matching Numbers, Place Value (PV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
6. Flash Card War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
b. Place Value/Magnitude Comparison (PV/MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

2. Shapes in Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
a. Magnitude Comparison (MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
b. Addition/Subtraction Combinations (ASC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
c. Place Value (PV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
3. Help the Baker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
a. Magnitude Comparison (MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
b. Addition/Subtraction Combinations (ASC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
c. Place Value (PV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
4. All Aboard: Word Problem Solving, Grade 2 (WPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
5. Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
b. Matching Numbers to Number Words, Vocabulary (V) . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
c. Matching Terms to Symbols, Vocabulary (V) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

63
Game Instructions

6. Flash Card War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

a. Magnitude Comparison (MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
b. Place Value/Magnitude Comparison (PV/MC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
c. Addition/Subtraction Combinations, Magnitude Comparisons (ASC/MC) . . . . . . . . . . . . . . . . .103

64
Game Instructions Grades 1 and 2 Games

Unless otherwise noted, the following games can be used with both grade 1 and
grade 2 students.

1. It's a Jungle Out There

TEKS
1.1A, 1.5C, 1.12A
It’s a Jungle Out There
Number Sense/Magnitude Comparison, 0-20

Materials: game board; 3 decks of playing cards with an animal on 1 side and
a number on the other side; die; game pieces; 1 score card per
student; counting cubes; pencils, crayons, or markers

Teacher Instructions
The first player rolls the die and moves game piece
the number of spaces shown.

The student picks 2 game cards that match the animal

shown in the space that he or she landed on.

The student says the number on each card, builds each

number with counting cubes, says which number is bigger, and
then writes the bigger number in the space in the left column
above the animal on the score card. (The right column will
not be used in this version of the game.) Students can keep
their cards or put them on the bottom of the appropriate pile.

The next student rolls and repeats the steps above.

Continue playing as time allows. Students can go around the

board many times.

Scaffolding Ideas Extension Activities

• If students are unsure which num- • Have students circle the biggest
ber is bigger, allow them to com- number they have written for
pare towers of counting cubes by each animal.
laying them on a number line. • Have students graph the greatest
• If students do not know where to number for each animal face.
write a number, cover the right- • Have students identify the
hand column used for graphing smaller number instead.
above each animal face.

65
Game Instructions Grades 1 and 2 Games
1. Student Grade 1

Materials: game board; 3 decks of

playing cards with an
animal on 1 side and a
number on the other
side; die; game pieces; 1
score card per student;
counting cubes; pencils,
crayons, or markers

Student Instructions
1. Roll the die.
2. Move your game piece the number
of spaces you rolled.
3. Take 2 cards that match the animal
you landed on.
4. Say the number on each card, make both
numbers with counting cubes, say which
number is bigger, and then write the bigger
number above the animal in the larger box on
the left side of your score card. (Do not use the small
boxes on the right side.)
5. The next player rolls and repeats the steps above.
6. Continue playing as time allows. You can go around the
board many times.

66
Game Instructions Grades 1 and 2 Games

2. Shapes in Space
2a. Shapes in Space
Magnitude Comparison
TEKS
1.1A, 1.5C, 1.6A,
Materials: game board, 4 decks of playing cards with a number on 1 side 1.12A
2.1B, 2.5A, 2.5B,
and a shape on the other side, die, game pieces, 1 score card per 2.13A
student, base ten rods and units (grade 1); pencils, scratch paper
or wipe board

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and
picks 2 game cards that match the shape that he or she landed on.

The student says the number on the other side of each card and
writes both numbers in the box with the matching shape on the
score sheet.

If the student draws a blank card or wild card, he or she chooses a

comparison number.

Grade 1 students build the numbers with rods and units and then
circle the number that is greater or less (teacher’s choice) or both
numbers if they are the same. Grade 2 students say and circle the
number that is greater or less or both numbers if they are the same.

The next student rolls and repeats the steps above.

When a student goes around the whole board, he or she marks an “X” in the mission box.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Provide students with number • Have students write a greater
lines, hundreds charts, or manipu- than, less than, or equal sign to
latives as needed. compare the numbers in each
box.
• Have students add all the greater
numbers or lesser numbers from
each box.
• Have students list all odd and
even numbers.

67
Game Instructions Grades 1 and 2 Games
2a. Student Grade 1

Countdown
Materials: game board, 4 decks
of playing cards with a
number on 1 side and
a shape on the other
side, die; game pieces, 1
in space
©
score card per student,
base ten rods and units,
pencils, scratch paper or
wipe board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and pick 2 cards
that match the shape that you landed on.
4. Say the 2 numbers from your cards, make the
numbers with rods and units, and write the
numbers on your score card in the space that
matches your shape.
5. If you pick a blank card or wild card, choose
your own number.
6. Your teacher will tell you to circle the number
that is greater or less. Circle both numbers if they are the same.
7. The next player rolls and repeats the steps above.
8. Mark an “X” in the mission box after you go
around the board once.
9. Continue playing as time allows.

68
Game Instructions Grades 1 and 2 Games
2a. Student Grade 2

Countdown
Materials: game board, 4 decks
of playing cards with a
number on 1 side and a
shape on the other side,
die; game pieces, 1 score
in space
©
card per student, pencils,
scratch paper or wipe
board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and pick 2 cards
that match the shape that you landed on.
4. Say the 2 numbers from your cards and write
the numbers on your score card in the space
that matches your shape.
5. If you pick a blank card or wild card, choose
your own number.
6. Your teacher will tell you to circle the number
that is greater or less. Circle both numbers if
they are the same.
7. The next player rolls and repeats the steps above.
8. Mark an “X” in the mission box after you go around the
board once.
9. Continue playing as time allows.
69
Game Instructions Grades 1 and 2 Games

2b. Shapes in Space

Addition/Subtraction Combinations

Materials: game board, 4 decks of playing cards with a fact on 1 side and
a shape on the other side, die, game pieces, 1 score card per
TEKS
1.5D, 1.6A, 1.12A
student, counters (grade 1), pencils, scratch paper or wipe board 2.3A, 2.5C, 2.13A

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and
picks 1 game card that matches the shape he or she landed on.

The student reads aloud the fact on the card. Grade 1 students show
and solve the fact with counters. All students write the fact and
solution in the box on the score card that matches the shape.

If the student draws a blank card or wild card, he or she makes up a fact.

The next student rolls and repeats the steps above.

When a student goes around the whole board, he or she marks an

“X” in the mission box.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Divide easier and more difficult • Have students list all odd and even
facts and use those most appro- numbers.
priate for each group’s ability. • Have students find related facts.
• Provide students with number • Have students write their own
lines, hundreds charts, or manipu- facts.
latives as needed.

70
Game Instructions Grades 1 and 2 Games
2b. Student Grade 1

Countdown
Materials: game board, 4 decks of
playing cards with a fact
on 1 side and a shape on
the other side, die, game
pieces, 1 score card
per student, counters,
in space pencils, scratch paper or
wipe board
©

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces
you rolled.
3. Read aloud the number that you landed on
and pick 1 card that matches the shape that
you landed on.
4. Read aloud the fact. Show and solve the fact with counters.
Say the answer and write the fact and answer on your score
card in the space that matches your shape.
5. If you pick a blank card or a wild card, make up your own fact.
6. The next student rolls and repeats the steps above.
7. Mark an “X” in the mission box after you go
around the board once.
8. Continue playing as time allows.

71
Game Instructions Grades 1 and 2 Games
2b. Student Grade 2

Countdown
Materials: game board, 4 decks of
playing cards with a fact
on 1 side and a shape on
the other side, die, game
pieces, 1 score card per
student, pencils, scratch
in space
©
paper or wipe board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces
you rolled.
3. Read aloud the number that you landed on
and pick 1 card that matches the shape that
you landed on.
4. Read the fact aloud, say the answer, and write the fact and
answer on your score card in the space that matches your
shape.
5. If you pick a blank card or a wild card, make up your own fact.
6. The next student rolls and repeats the steps above.
7. Mark an “X” in the mission box after you go around the board
once.
8. Continue playing as time allows.

72
Game Instructions Grades 1 and 2 Games

2c. Shapes in Space

Place Value

Materials: game board, 4 decks of playing cards with a pictorial

representation of a number on 1 side and a shape on the other
TEKS
1.1D, 1.5A, 1.6A,
side, die, game pieces, 1 score card per student, pencil, scratch 1.12A
paper or wipe board 2.1A, 2.1B, 2.13A

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and picks 1 game card that
matches the shape that he or she landed on.

The student says the number shown on the card and writes the
number in the box with the matching shape on the score card.

If the student picks a blank card or a wild card, he or she draws a

pictorial representation of any number and marks the score card
accordingly.

The next student rolls and repeats the steps above.

When a student goes around the whole board, he or she marks an “X” in the mission box.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Provide students with number • Have students total all of the numbers
lines, hundreds charts, or manipu- in a box and build the number with
latives (such as flats, rods, and flats, rods, and units.
units) as needed. • Have students add all the greatest or
least numbers from each box.

• Have students list all odd and even

numbers.

• Have students underline the greatest

or least number on the score card.

73
Game Instructions Grades 1 and 2 Games
2c. Student Grade 1

Countdown
Materials: game board, 4 decks
of playing cards with a
picture of a number on
1 side and a shape on
the other side, die, game
in space
©
pieces, 1 score card per
student, pencil, scratch
paper or wipe board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on
and pick 1 card that matches the shape that
you landed on.
4. Say the number shown on your card and
write the number in the box that matches
your shape on your score card.
5. If you pick a blank card or a wild card, draw a picture of any
number and then write the number on your score card.
6. The next player rolls and repeats the steps
above.
7. Mark an “X” in the mission box after you go
around the board once.
8. Continue playing as time allows.

74
Game Instructions Grades 1 and 2 Games
2c. Student Grade 2

Countdown
Materials: game board, 4 decks
of playing cards with a
picture of a number on
1 side and a shape on
the other side, die, game
in space
©
pieces, 1 score card per
student, pencil, scratch
paper or wipe board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on
and pick 1 card that matches the shape that
you landed on.
4. Say the number shown on your card and
write the number in the box that matches
your shape on your score card.
5. If you pick a blank card or a wild card, draw a picture of any
number and then write the number on your score card.
6. The next player rolls and repeats the steps
above.
7. Mark an “X” in the mission box after you go
around the board once.
8. Continue playing as time allows.

75
Game Instructions Grades 1 and 2 Games

3. Help the Baker

3a. Help the Baker
Magnitude Comparison
TEKS
1.1A, 1.1B, 1.1C,
Materials: game board, 3 decks of playing cards with a number on 1 side and 1.1D, 1.5A, 1.5C,
1.12A
a bakery item on the other side, die, game pieces, 1 score card per 2.1A, 2.3D, 2.3E,
student, base ten rods and units (grade 1), pencil, scratch paper or 2.13A

wipe board

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and picks 2 game cards that
match the bakery item that he or she landed on.

The student says the number on each card.

If the student picks a blank card or wild card, he or she chooses the comparison
number.

Grade 1 students build the numbers with rods and units and then say the number
that is greater or less (teacher’s choice) or that the numbers are the same. Grade
2 students say the number that is greater or less or that the numbers are the same.

The student checks the answer with the other players.

If the student answers correctly, he or she gets 6 pennies (the teacher

can change this number) to put on the score card.

The next student rolls and repeats the steps above.

First-grade students regroup pennies to dimes, and second-grade students regroup pennies
to dimes to dollars, as needed.

When time is up, students total the money they have collected.

Scaffolding Ideas Extension Activities

• Provide students with number • Have students add all of the greatest
lines, hundreds charts, or manipu- or least numbers from each box.
latives as needed. • Have students list all odd and even
numbers.

76
Game Instructions Grades 1 and 2 Games
3a. Student Grade 1

Materials: game board, 3 decks

of playing cards with a
number on 1 side and
a picture of food on the
other side, die, game
pieces, 1 score card per
student, base ten rods
and units, pencil, scratch
paper or wipe board

Grade 1 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you
rolled.
3. Read aloud the number that you landed on and pick 2
cards that match the food that you landed on.
4. Say the 2 numbers from your cards, build them with rods
and units, and then say the number that is greater or less
(your teacher will tell you which to say), or
say “same” if they are the same number.
5. If you pick a blank card or a wild card, you
can choose your own number.
6. Check your answer with the other players. ¢

7. If you answer correctly, place 6 pennies on

your score card. When you have 10 pennies
and your score card is full, trade 10 pennies
for 1 dime. Put the dimes on the line below ¢

77
Game Instructions Grades 1 and 2 Games
3a. Student Grade 1 (continued)

Grade 1 Student Instructions (continued)

the bank.
8. The next player rolls and repeats the steps above.
9. When time runs out, count how much money you have.

78
Game Instructions Grades 1 and 2 Games
3a. Student Grade 2

Materials: game board, 3 decks

of playing cards with a
number on 1 side and
a picture of food on the
other side, die, game
pieces, 1 score card per
student, pencil, scratch
paper or wipe board

Grade 2 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you
rolled.
3. Read aloud the number that you landed on and
pick 2 cards that match the food that you
landed on.
4. Say the 2 numbers from your cards and then say
the number that is greater or less (your teacher
will tell you which to say), or say “same” if they are
the same number.
5. If you pick a blank card or a wild card, you can
choose your own number.
6. Check your answer with the other players.
7. If you answer correctly, place 6 pennies on your
score card. When you have 10 pennies and your
score card is full, trade 10 pennies for 1 dime. Put

79
Game Instructions Grades 1 and 2 Games
3a. Student Grade 2 (continued)

Grade 2 Student Instructions (continued)

the dimes on the line below the bank. When you
have 10 dimes and your line is full, trade 10 dimes for 1
muffin money dollar.
8. The next player rolls and repeats the steps above.
9. When time runs out, count how much money you have.

80
Game Instructions Grades 1 and 2 Games

3b. Help the Baker

Addition/Subtraction Combinations

Materials: game board, 3 decks of playing cards with a fact on 1 side and a
bakery item on the other side, die, game pieces, 1 score card per
TEKS
1.1B, 1.1C, 1.1D,
student, counters (grade 1), pencil, scratch paper or wipe board 1.5A, 1.5D, 1.12A
2.3A, 2.3D, 2.3E,
2.5C, 2.13A

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and picks 1 game
card that matches the bakery item that he or she landed on.

The student reads aloud the fact on the card. Grade 1 students show and solve
the fact with counters and then say the answer. Grade 2 students say the answer.

If the student picks a blank card or a wild card, he or she chooses any fact to solve.

Other students correct the first player as needed.

The first player gets 6 pennies (the teacher can change this number) to put on the
score card.

The next student rolls and repeats the steps above.

First-grade students regroup pennies to dimes, and second-grade students

regroup pennies to dimes to dollars, as needed.

When time is up, students total the money they have collected.

Scaffolding Ideas Extension Activities

• Provide students with number • Have students total all of the group’s
lines, hundreds charts, or manipu- money.
latives as needed. • Include nickels in the game.
• Have students graph how many pen-
nies, dimes, and dollars they have and
the total.
• Have students predict how much
money they will have after 1 or 2 turns.
• Have students determine how much
money they need to reach $5.

81
Game Instructions Grades 1 and 2 Games

3b. Student Grade 1

Materials: game board, 3 decks of

playing cards with a fact
on 1 side and a picture
of food on the other
side, die, game pieces, 1
score card per student,
counters, pencil, scratch
paper or wipe board

Grade 1 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and pick 1
card that matches the food that you landed
on.
4. Read aloud the fact. Show and solve the fact
with counters. Say the answer.
5. If you pick a blank card or a wild card, make ¢

up your own fact and answer it.

6. Check your answer with the other players.
If you don’t know the answer, the other
players can help. ¢

7. Place 6 pennies on your scorecard. When you have

10 pennies and your scorecard is full, trade 10
pennies in for 1 dime. Put the dimes on the line
below the bank.
82
Game Instructions Grades 1 and 2 Games

3b. Student Grade 1 (continued)

Grade 1 Student Instructions (continued)

8. The next player rolls and repeats the steps above.
9. When time runs out, count how much money you have.

83
Game Instructions Grades 1 and 2 Games

3b. Student Grade 2

Materials: game board, 3 decks of

playing cards with a fact
on 1 side and a picture of
food on the other side,
die, game pieces, 1 score
card per student, pencil,
scratch paper or wipe
board

Grade 2 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and
pick 1 card that matches the food that you
landed on.
4. Read aloud the fact and say the answer.
5. If you pick a blank card or a wild card, make
up your own fact and answer it.
6. Check your answer with the other players.
If you don’t know the answer, the other
players can help.
7. Place 6 pennies on your score card. When you
have 10 pennies and your scorecard is full, trade
10 pennies for 1 dime. Put the dimes on the line
below the bank. When you have 10 dimes and your

84
Game Instructions Grades 1 and 2 Games

3b. Student Grade 2 (continued)

Grade 2 Student Instructions (continued)

line is full, trade 10 dimes for 1 muffin money dollar.
8. The next player rolls and repeats the steps above.
9. When time runs out, count how much money you have.

85
Game Instructions Grades 1 and 2 Games

3c. Help the Baker

Place Value

Materials: game board, 3 decks of playing cards with a pictorial

representation of a number on 1 side and a bakery item on the
TEKS
1.1B, 1.1C, 1.1D,
other side, die, game pieces, 1 score card per student, pencil, 1.5A, 1.12A
2.1A, 2.1B, 2.3D,
scratch paper or wipe board 2.3E, 2.13A

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and picks 1 game card that
matches the bakery item that he or she landed on.

The student says the number shown on the card.

If the student picks a blank card or a wild card, he or she draws a pictorial
representation of any number.

The student checks the answer with the other players.

If the student answers correctly, he or she gets 6 pennies to place on the

score card.

The next student rolls and repeats the steps above.

First-grade students regroup pennies to dimes, and second-grade students regroup pennies
to dimes to dollars, as needed.

When time is up, students total how much money they have collected.

Scaffolding Ideas Extension Activities

• Provide students with manipula- • Have groups total all they coins they
tives such as flats, rods, and units. collected and build the total with flats,
rods, and units.
• Include nickels in the game.
• Have students graph how many pen-
nies, dimes, and dollars they have and
the total.

86
Game Instructions Grades 1 and 2 Games

3c. Help the Baker (continued)

Place Value

Teacher Instructions (continued)

Extension Activities (continued)

• Have students predict how much money they will
have after 1 or 2 turns.
• Have students determine how much more money
they need to reach $5.

87
Game Instructions Grades 1 and 2 Games

3c. Student Grade 1

Materials: game board, 3 decks

of playing cards with a
picture of a number on
1 side and a picture of
food on the other side,
die, game pieces, 1 score
card per student, pencil,
scratch paper or wipe
board

Grade 1 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and pick 1
card that matches the food that you landed on.
4. Say the number shown on your card.
5. If you pick a blank card or a wild card, draw
a picture of any number.
6. Check your answer with the other players.
If you answer correctly, place 6 pennies on
your score card. When you have 10 pennies ¢

and your score card is full, trade 10 pennies

for 1 dime. Put the dimes on the line below
the bank.
7. The next player rolls and repeats the steps ¢

above.
8. When time runs out, count how much money
you have.

88
Game Instructions Grades 1 and 2 Games

3c. Student Grade 2

Materials: game board, 3 decks

of playing cards with a
picture of a number on
1 side and a picture of
food on the other side,
die, game pieces, 1 score
card per student, pencil,
scratch paper or wipe
board

Grade 2 Student Instructions

1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Read aloud the number that you landed on and pick 1
card that matches the food that you landed on.
4. Say the number shown on your card.
5. If you draw a blank card or a wild card, draw
a picture of any number.
6. Check your answer with the other players.
If you answer correctly, place 6 pennies on
your score card. When you have 10 pennies
and your scorecard is full, trade 10 pennies
for 1 dime. Put the dimes on the line below
the bank. When you have 10 dimes and
your line is full, trade 10 dimes for 1 muffin
money dollar.
7. The next player rolls and repeats the steps
above.
8. When time runs out, count how much money
you have.
89
Game Instructions Grades 1 and 2 Games

4. All Aboard
All Aboard
Word Problem Solving, Grade 2
TEKS
Materials: game board, 4 decks of playing cards with a color on 1 side and 2.3A, 2.12C, 2.12D,
2.13A, 2.13B, 2.14
a word problem on the other side, die, game pieces, 1 score card
per student, pencil, scratch paper or wipe board

Teacher Instructions
The first player rolls the die and moves the game piece the number of spaces shown.

The student reads aloud the number that he or she landed on and picks 1 card that matches
the color that he or she landed on.

The student reads aloud the word problem on the card and says the
answer.

The student writes the number sentence and solution in a box in the
column above the same color on the score card.

The other students check the answer.

The next student rolls and repeats the steps above.

Each time a student goes around the whole board, he or she marks an “X” in a box in the
column above the word “trips.“

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• If a student struggles to read a • Use the optional challenge
problem, have a partner read it. playing cards, which have more
challenging facts that are appro-
• If a student struggles to solve a
priate for advanced students.
problem, have the student draw
the problem.

• Provide students with manipula-

tives such as counting cubes.

90
Game Instructions Grades 1 and 2 Games

4. Student Grade 2

Materials: game board, 4 decks

of playing cards with
a color on 1 side and a
word problem on the
other side, die, game
pieces, 1 score card per
student, pencil, scratch
paper or wipe board

Student Instructions
1. Roll the die.
2. Move your game piece the number of spaces you rolled.
3. Say the number that you landed on and pick 1 card
that matches the color that you landed on.
4. Read the word problem aloud and say the answer.
5. Write the number sentence and the answer in a box in the
column above the same color on the score card.
6. The other players check your answer.
7. The next student rolls and repeats the
steps above.
8. Mark an “X” in a box in the column above
the word “trips” after each time you go
around the whole board.
9. Continue playing until time runs out. How many round trips
did you make?

91
Game Instructions Grades 1 and 2 Games

5. Memory
5a. Memory, Matching Numbers
Place Value, Grade 1
TEKS
Materials: 1 deck of playing cards with a light bulb on 1 side and a numeral 1.1D
on the other side; 1 deck of playing cards with a light bulb on
1 side and a place value representation (matching the numeral
cards) on the other side

Teacher Instructions
Select the number ranges and corresponding numeral and place value cards that students
will use (a total of 20–40 cards is suggested). Students shuffle each deck separately and ar-
range the cards from each deck in a separate area with the light bulb side up.

The first player turns over 2 cards (1 numeral and 1 place value card)
and says the numbers shown. If the numbers match, the student
keeps the cards as a matched pair. If the numbers do not match,
the student turns the cards back over in their original spots.

The next student turns over 2 cards (1 numeral and 1 place value
card) and repeats the steps above.

Continue playing as time allows or until all the cards are matched.

Scaffolding Ideas Extension Activities

• Provide students with scratch • Have students write each of the
paper or wipe boards to write pairs they find and then circle
numbers as they are revealed. the biggest and the smallest pair.

• Provide base ten rods and units

for students to build the num-
bers.

92
Game Instructions Grades 1 and 2 Games

5a. Student Grade 1

Materials: 1 deck of playing cards

with a light bulb on 1 side
and a numeral on the other
side; 1 deck of playing
cards with a light bulb on
1 side and a place value
representation (matching
the numeral cards) on the
other side

Grade 1 Student Instructions

1. Mix the deck of cards with a number on 1 side and lay them
next to each other on the table, 1 at a time, with the
light bulb side up.
2. Mix the deck of cards with rods and units on 1
side and lay them next to each other in a different
place on the table, 1 at a time, with the light bulb
side up. You should have 2 groups of cards next to
each other with a space in the middle.
3. Turn over 2 cards, 1 from each group of cards.
Count and read the numbers on the cards.
4. If the numbers are the same, keep the cards.
5. If the numbers are not the same, turn them back
over in the same place.
6. The next player turns over 2 cards and repeats the steps above.
7. Continue playing until time is up or all the cards are matched.

93
Game Instructions Grades 1 and 2 Games

5b. Memory, Matching Numbers to Number Words

Vocabulary, Grade 2

Materials:1 deck of playing cards with a light bulb on 1 side and a number
word, one to ninety-nine, on the other side; 1 deck of playing cards
TEKS
2.1B
with a light bulb on 1 side and a numeral, 1–99, on the other side

Teacher Instructions
Select the number ranges and corresponding numeral and number word
cards that students will use (a total of 20–40 cards is suggested). Students
shuffle each deck separately (numerals and number words) and arrange
the cards from each deck in a separate area with the light bulb side up.

The first player turns over 2 cards (1 numeral and 1 number word) and
says the numbers shown. If the numbers match, the student keeps the
cards as a matched pair. If the numbers do not match, the student turns
the cards back over in their original spots.

The next student turns over 2 cards (1 numeral and 1 number word) and repeats
the steps above.

Continue playing as time allows or until all the cards are matched.

Scaffolding Ideas Extension Activities

• Provide students with an answer • Have students write all of the
sheet that lists the numerals and pairs they find and circle the big-
the corresponding number words gest and the smallest pair.
side by side.

94
Game Instructions Grades 1 and 2 Games

5b. Student Grade 2

Materials: 1 deck of playing cards

with a light bulb on 1 side
and a number word, one to
ninety-nine, on the other
side; 1 deck of playing cards
with a light bulb on 1 side
and a numeral, 1–99, on the
other side

Grade 2 Student Instructions

1. Mix the deck of cards with a number on 1 side and
lay them next to each other on the table, 1 at a
time, with the light bulb side up.
2. Mix the deck of cards with number words on 1 side
and lay them next to each other in a different place on
the table, 1 at a time, with the light bulb side up. You should
have 2 groups of cards next to each other with a space in the
middle.
3. Turn over 2 cards, 1 from each group of cards. Count and read
the numbers on the cards.
4. If the number word and the numeral match, keep the cards.
5. If the number word and numeral do not match, turn them back
over in the same place.
6. The next player turns over 2 cards and repeats the steps above.
7. Continue playing until time is up or all the cards are matched.

95
Game Instructions Grades 1 and 2 Games

5c. Memory, Matching Terms to Symbols

Vocabulary, Grade 2

Materials: 1 deck of playing cards with a light bulb on 1 side and a math
term on the other side, 1 deck of playing cards with a light bulb
TEKS
2.1B, 2.13B
on 1 side and a symbol on the other side

Teacher Instructions
Students shuffle each deck separately (math terms and symbols) and
arrange the cards from each deck in a separate area with the light bulb
side up.

The first player turns over 2 cards (1 math term and 1 symbol) and says
the math term or symbol that is on the other side. If the math term and
symbol match, the student keeps the cards as a matched pair. If they do not
match, the student turns the cards back over in their original spots.

The next student turns over 2 cards (1 math term and 1 symbol) and
repeats the steps above.

Continue playing as time allows or until all the cards are matched.

Scaffolding Ideas Extension Activities

• Provide students with an answer • Have students count how many
sheet that lists the symbols and matched pairs they have col-
the corresponding math terms lected.
side by side.

96
Game Instructions Grades 1 and 2 Games

5c. Student Grade 2

Materials: 1 deck of playing cards with

a light bulb on 1 side and
a math term on the other
side, 1 deck of playing cards
with a light bulb on 1 side
and a symbol on the other
side

Grade 2 Student Instructions

1. Mix the deck of cards with a math term on 1
side and lay them next to each other on the
table, 1 at a time, with the light bulb side up.
2. Mix the deck of cards with symbol on 1 side and
lay them next to each other in a different place on the
table, 1 at a time, with the light bulb side up. You
should have 2 groups of cards next to each other
with a space in the middle.
3. Turn over 2 cards, 1 from each group of cards. Say
the math term or symbol on the cards.
4. If the math term and the symbol match, keep the cards.
5. If the math term and the symbol do not match, turn them back
over in the same place.
6. The next player turns over 2 cards and repeats the steps above.
7. Continue playing until time is up or all the cards are matched.

97
Game Instructions Grades 1 and 2 Games

6. Flash Card War

6a. Flash Card War (Paired Game)
Magnitude Comparison, Grade 2
TEKS
Materials: 1 or 2 decks (depending how many students are playing) of flash 2.1B, 2.5B
cards with a number on 1 side

Teacher Instructions
Students shuffle the cards and then divide them equally between each player with the num-
bers facing down in a stack.

Each student turns over 1 card and says the number shown.

The student with the greatest number wins the round and adds the other students’ cards for
that round to the bottom of his or her stack.

If more than 1 student share the biggest number, those students turn over the next card in
their pile and read the number shown. The student with the greatest number takes all of
that round’s cards.

If the second cards drawn in the war have the same number, the students keep revealing
cards until 1 player wins the round.

Repeat the steps above for each round.

If students run out of cards, they are out of the game.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Provide students with hundreds • Have students count how many
charts. cards they have in all.

• Have students compare and

numerically order the cards
each player has at the end of the
game.

98
Game Instructions Grades 1 and 2 Games

6a. Student Grade 2

Materials: 1 or 2 decks of flash

cards with a number,
1–999, on 1 side

Grade 2 Student Instructions

1. Mix the cards and divide them equally between each player
in a pile with the numbers hidden.
2. All players turn over 1 card from the top of
their pile at the same time and say the number
on the card.
3. The player with the biggest number wins all of
the cards from that round and adds them to the
bottom of his or her stack.
4. If players have the same biggest number, those
players turn over a second card and say the
number. The player with the biggest number
gets all of the cards from the round.
5. If the number is the same again, those players keep turning
over cards until 1 card has a bigger number.
6. Repeat the steps above for each round.
7. If you run out of cards, you are out of the game until it
begins again.
8. Continue playing as time allows.

99
Game Instructions Grades 1 and 2 Games

6b. Flash Card War (Paired Game)

Place Value/Magnitude Comparison

Materials: 1 or 2 decks (depending how many students are playing) of flash

cards with a number (1–99 for grade 1 and 1–999 for grade 2) on 1
TEKS
1.1A, 1.5C
side and flats/rods/units on the other side 2.1B, 2.5B

Teacher Instructions
Students shuffle the cards and divide them equally between each player in a stack with the
flats/rods/units facing up.

All players count the flats/rods/units on their top card and say the number. Students can
check their number by turning over the card.

The student with the greatest number wins the round and adds the
other cards for that round to the bottom of his or her stack.

If more than 1 student shares the greatest number, those students

count and say the next card in their pile. The student with the greatest
number takes all of that round’s cards.

If the second cards drawn in the war show the same number, those
students keep revealing cards until 1 player wins the round.

Repeat the steps above for each round.

If students run out of cards, they are out of the game.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Provide students with hundreds • Have students count how many
charts or manipulatives if neces- cards they have in all.
sary.

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Game Instructions Grades 1 and 2 Games

6b. Student Grade 1

Materials: 1 or 2 decks of flash

cards with a number,
1–99, on 1 side and rods
and units on the other
side

Grade 1 Student Instructions

1. Mix the cards and deal them equally between each player in
a stack with the rods and units facing up.
2. All players count the rods and units on their
top card at the same time and say the number
shown. You can check your number by turning
over the card.
3. The player with the biggest number wins all
of the cards from that round and adds them
to the bottom of his or her stack.
4. If players have the same biggest number,
they count the rods and units on their second
card and say the number. The player with the
biggest number gets all of the cards for that round.
5. If the number is the same again, those players keep turning
over cards until 1 card has a bigger number.
6. Repeat the steps above for each round.
7. If you run out of cards, you are out of the game until it
begins again.
8. Continue playing as time allows.

101
Game Instructions Grades 1 and 2 Games

6b. Student Grade 2

Materials: 1 or 2 decks of flash

cards with a number,
1–999, on 1 side and
flats, rods, and units on
the other side

Grade 2 Student Instructions

1. Mix the cards and deal them equally between each player in a
stack with the flats, rods, and units facing up.
2. All players count the flats, rods, and units on
their top card at the same time and say the
number shown. You can check your answer by
turning over the card.
3. The player with the biggest number wins all
of the cards from that round and adds the
cards to the bottom of their stack.
4. If players have the same biggest number, they
count the flats, rods, and units on their second
card and say the number. The player with the
biggest number gets all of the cards for that round.
5. If the number is the same, those players keep turning over
cards until 1 card has a bigger number.
6. Repeat the steps above for each round.
7. If you run out of cards, you are out of the game until it begins
again.
8. Continue playing as time allows.

102
Game Instructions Grades 1 and 2 Games

6c. Flash Card War (Paired Game)

Addition/Subtraction Combinations, Magnitude Comparisons, Grade 2

Materials: 1 or 2 decks (depending on how many students are playing) of

flash cards with a fact on 1 side and the answer on the other side
TEKS
2.1B, 2.3A, 2.5B

Teacher Instructions
Students shuffle the cards and divide them equally between each player in a stack with the
fact side facing up.

All players read aloud the fact from their top card and say the answer. Students can check
their answer by turning over the card.

The student with the greatest answer wins the round and adds the other
students’ cards for that round to the bottom of the stack.

If more than 1 student shares the greatest answer, those students read the
fact from their next card and say the answer. The student with the greatest
answer wins all of that round’s cards.

If the second cards drawn in the war have the same answer, the students keep
revealing next cards until 1 card has a bigger answer.

Repeat the steps above for each round.

If students run out of cards, they are out of the game.

Continue playing as time allows.

Scaffolding Ideas Extension Activities

• Provide students with manipula- • Have students organize their
tives if necessary. cards by fact families at the end
of the game.
• Separate facts by difficulty into
different decks.

103
Game Instructions Grades 1 and 2 Games

6c. Student Grade 2

Materials: 1 or 2 decks of flash

cards with a fact on 1
side and the answer on
the other side

Student Instructions
1. Mix the cards and deal them equally between each player in
a stack with the fact side facing up.
2. All players read aloud the fact from their top card and
say the answer. You can check your answer by turning
over your card.
3. The player with the biggest answer wins all of the
cards from that round and adds them to the bottom
of their stack.
4. If players have the same biggest answer, those players
read aloud the fact from their second card and say the
answer. The player with the biggest answer wins
all of the cards from that round.
5. If the answer is the same again, those players
keep turning over cards until 1 card has a bigger
number.
6. Repeat the steps above for each round.
7. If you run out of cards, you are out of the game until it
begins again.
8. Continue playing as time allows.
104
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