Math Number Sense Game: Math Tug-of-War

Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
Math Number Sense Game: Math Tug-of-War
File Type

PDF

(32 MB|17 pages)
Product Rating
4.0
(4 Ratings)
Standards
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  1. A creative, critical thinking number sense game - my students love playing this! This highly-engaging game asks students to think of different ways to break apart and make numbers. It is a great way to practice basic addition and subtraction facts (up to 20), multiplication facts (0-12) and the dif
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  • Product Description
  • StandardsNEW
A creative, critical thinking number sense game - my students love playing this! This highly-engaging game asks students to think of different ways to break apart and make numbers. It is a great way to practice basic math operations (addition, subtraction, multiplication, and division) and the different ways numbers can be composed.

This product includes a deck game cards (0-15 and 2 wild cards), a reproducible score sheet, game directions (two variations), and teacher notes.
Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Total Pages
17 pages
Answer Key
N/A
Teaching Duration
N/A
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