Make Your Own "I Have, Who Has?" Place Value Enrichment Activity

Rated 4.75 out of 5, based on 8 reviews
8 Ratings
3,054 Downloads
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AWordOnThird
413 Followers
Grade Levels
2nd - 5th
Resource Type
Standards
Formats Included
  • PDF
Pages
10 pages
AWordOnThird
413 Followers

Description

This math activity is perfect for your early-finishers to work on while your class is studying place value or any other subject in math! By nature, it is differentiated; your students will create a finished product based on their current abilities.

Everyone loves to play “I Have, Who Has?” in their classroom, but it takes MUCH more skill to create an “I Have, Who Has?” game than it does to play one. If your kids are familiar with how the game works, this is the perfect enrichment activity that you can use to keep your early finishers productive and learning.

Simply print the "I Have Who Has" game creation criteria and checklist included for your students, supply them with index cards, and let them work independently or in partnerships to create a game.

This will be a difficult project for some students—resist the urge to help them as much as you possibly can. They are capable of doing this independently, and they will learn a lot about checking over their own work if they complete this on their own. Have students use the student checklist to assist with this.

If you love this product, check out my product Math Enrichment Activities Pack: Student-Created "I Have, Who Has?" here!

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Total Pages
10 pages
Answer Key
Does not apply
Teaching Duration
1 hour
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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