No Nonsense Number Games
Each book in this series:
s
s
s
s
s
targets specific areas of the mathematics curriculum
supplements the classroom numeracy programme
states learning objectives for each game
presents activities in a visually appealing, student-friendly manner
offers the option of copying games to play at home for extra reinforcement.
Book 1 Stage 5
To implement a high-quality numeracy programme, you need high-quality support. This No Nonsense
Number Games series provides exactly that for numeracy teaching and learning for Stages 1 to 6. Each
book has been designed to supplement the classroom programme after a concept has been introduced,
with games and activities that help to develop the related number knowledge. These books focus on all
aspects of number knowledge including number identification, number sequence and order, addition
and subtraction, grouping and place value, and basic facts. Instructions for the games have been written
in child-friendly language to encourage independence. To ease your navigation through a wealth of
wonderful resources, links between each game and activities in the No Nonsense Number and the
Number Counts series are provided.
Code: 0432
ISBN: 978-1-877478-98-7
Code: 0513
Code: 0433
ISBN: 978-1-877478-99-4
0513
ISBN 978-1-877536-92-2
0514
ISBN 978-1-877536-93-9
No Nonsense Number
Games
Stage 5
Suzi de Gouveia, Jackie Andrews
and Jude Callaghan
Title:
No Nonsense Number Games: Stage 5
Authors:
Suzi de Gouveia, Jackie Andrews and Jude Callaghan
Editor:
Tanya Tremewan
Designer:
Doreen Neason
Book code:
0513
ISBN:
978-1-877536-92-2
Published:
2010
Publisher:
Essential Resources Educational Publishers Limited
United Kingdom:
Australia:
Unit 8–10 Parkside
PO Box 906
Shortgate Lane
Strawberry Hills,
Laughton, BN8 6DG
NSW 2012
ph: 0845 3636 147
ph: 1800 005 068
fax: 0845 3636 148
fax: 1800 981 213
New Zealand:
PO Box 5036
Invercargill
ph: 0800 087 376
fax: 0800 937 825
Websites:
www.essentialresources.com.au
www.essentialresources.co.nz
Copyright:
Text: © Suzi de Gouveia, Jackie Andrews and Jude Callaghan, 2010
Edition and illustrations:
© Essential Resources Educational Publishers Limited, 2010
About the authors:
Suzi is the enthusiastic principal of St Teresa’s Primary School in Christchurch who
has international teaching experience. She has had the pleasure of teaching in a
multi-cultural environment. Over 25 years of teaching have enabled Suzi to develop
a wealth of ideas and resources to best help children.
Jackie is an experienced teacher who has taught middle primary children in both
New Zealand and the United Kingdom. As a mother of four young children she is
beginning to wonder where the time to diversify has gone.
Jude is an experienced, enthusiastic teacher with a passion for teaching and
learning. Her teaching programmes are innovative and exciting. Jude has embraced
the Numeracy Development Programme wholeheartedly. She has joined the
writing team to share her deep understanding and wealth of ideas.
Copyright notice:
Schools and teachers who buy this book have permission to reproduce it within their present school
by photocopying, or if in digital format, by printing as well. Quantities should be reasonable for
educational purposes in that school and may not be used for non-educational purposes nor supplied
to anyone else. Copies made from this book, whether by photocopying or printing from a digital file,
are to be included in the sampling surveys of Copyright Licensing Limited (New Zealand), Copyright
Agency Limited (Australia) or Copyright Licensing Agency (United Kingdom).
For further information on your copyright obligations, visit: New Zealand: www.copyright.co.nz,
Australia: www.copyright.com.au, United Kingdom: www.cla.co.uk
Contents
Introduction
4
Recognising doubles and halves
5
Double ‘n’ Halve Beans
5
Double ‘n’ Halve Memory
6
Double ‘n’ Halve Snap
6
Recognising multiplication facts
Abacus Times
Recalling basic facts
Spider Foot Facts
Recalling groupings within 10 and 100
11
11
15
15
17
Making 10 Snap
17
Making 100 Snap
19
Recalling addition and multiplication facts
23
Bigger or Smaller?
23
Multiplication Bingo
30
Recognising the numbers before and after
Build Your Maths Muscles
Applying place value knowledge
34
34
36
Place Value Train Beans
36
Place Value Train Snap
37
Place Value Train Memory
37
Recognising fractions
43
Fraction Match Beans
43
Fraction Match Memory
44
Fraction Match Snap
44
Recognising mixed fractions
51
Fraction Rummy
51
Fraction Memory
52
Fraction Snap
52
Introduction
Another useful arrangement each time a group
plays a game is for the group to begin with a pile
of 10 counters set aside. Each time someone wins a
game, that child takes one counter. This system will
show who the overall winner is and ensures that each
game is played 10 times.
I am learning to recognise fraction symbols for common fractions.
Fraction Match Memory
Equipment needed
• Game cards
Aim of the game
To collect as many pairs of cards with the same value as possible.
Playing instructions (two players)
• Spread out all the cards face down over the floor or another large surface.
• In turn, each player turns over two cards.
• If the two cards show the same fraction, the player sets them aside as a pair. If they do not
match, the player puts them back in the same place, face down.
• The first player to collect five pairs is the winner.
5:10
I am learning to recognise fraction symbols for common fractions.
Fraction Match Snap
Equipment needed
• Game cards
Aim of the game
To get all of the game cards.
Playing instructions (two players)
• Deal out all the cards equally between the two players, who hold their own cards face
down in a small pile.
• In turn, each player places the top card in their pile face up in the middle.
• If the card they place shows the same value as the card that is immediately underneath it
in the middle pile, both of the players race to be first to “snap” the pile. The player who is
first gets the pile and puts it at the bottom of their own pile of cards.
• The player who gets all the cards is the winner.
44
Each game comes with an instruction card that
includes the learning intention. Any related content
cards required for the game are also provided here
and just need to be photocopied. We suggest that, to
assist with classroom organisation, you copy the cards
for each stage in one specific colour. The instruction
cards and game cards all have a code on them to help
sort out mixed-up cards.
5:10
This set of games books in the No Nonsense Number
series has been designed to help busy teachers provide
children in their class with activities that contribute to
the achievement of an identified learning intention.
Games are an enjoyable way of reinforcing learning.
They can also be sent home for the children to play
with their families, providing more repetition for the
children as well as involving families and showing
them what their children are learning.
© Essential Resources Educational Publishers Ltd, 2010
1
2
one
half
5:10
1
3
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
one
third
5:10
1
4
one
quarter
5:10
1
5
one
fifth
5:10
1
8
one
eighth
5:10
1
10
one
tenth
5:10
© Essential Resources Educational Publishers Ltd, 2010
4
© Essential Resources Educational Publishers Ltd, 2010
45
Recognising doubles and halves
Overview: Double ’n’ Halve Beans, Memory
and Snap
Double ‘n’ Halve Beans, Memory and Snap are three games
designed to assist children to recognise doubles and halves of
numbers.
Preparation and organisation
Copy the game cards onto coloured paper.
• Laminate and cut out the cards.
• Store in a ziplock bag. For Double ‘n’ Halve Beans, include
four small bean bags as well.
•
I am learning to recognise doubles and halves.
Double ’n’ Halve Beans
Equipment needed
• Two bean bags
• Game cards
• Pen and paper for
record keeping
Aim of the game
Playing instructions (three players)
• The dealer picks up the top card from this pile, assesses their cards and passes one
unwanted card to the second player. This second player then assesses their cards and
passes one unwanted card to the third player.
• The third player puts their own unwanted card into a discard pile.
• When a player has two pairs, they grab a bean bag. The other two players race to take
the remaining bean bag.
• The player with the two pairs shows them for the other players to verify. If both pairs are
correct, the player without a bean bag gets one letter towards the spelling of beans.
• Rounds continue in this way. The first player to spell beans is out.
• The dealer shuffles all the cards, deals out four to each player and places the remaining
cards face down in a pile by their side.
5:1
To collect two pairs of game cards, where each pair consists of either a number and its
double or a number and its half.
© Essential Resources Educational Publishers Ltd, 2010
5
I am learning to recognise doubles and halves.
Double ’n’ Halve Memory
Equipment needed
• Game cards
To collect as many pairs of cards as possible, where each pair consists of either a number
and its double or a number and its half.
Playing instructions (two players)
• Spread all of the cards face down over the floor or another large, flat surface.
• In turn each player turns over two cards.
Aim of the game
• If the two cards consist of either a number and its double or a number and its half, the
player sets them aside as a pair. If they do not match, the player puts them back in the
same places face down.
• Play until all the cards have been paired up. The player who has collected more pairs
is the winner.
5:1
I am learning to recognise doubles and halves.
Double ’n’ Halve Snap
Equipment needed
• Game cards
To get all of the game cards.
Playing instructions (two players)
• Deal out all the cards equally between the players, who hold their own cards face down
in a small pile.
• In turn, each player places their top card face up in the middle.
• If the card they place is either double or half of the card that is immediately underneath
it in the middle pile, both of the players race to be first to “snap” the pile. The player who
is first gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
6
© Essential Resources Educational Publishers Ltd, 2010
5:1
Aim of the game
5
9
5:1
6
13
5:1
10
5:1
7
14
5:1
11
5:1
8
5:1
15
5:1
12
5:1
5:1
5:1
16
5:1
5:1
© Essential Resources Educational Publishers Ltd, 2010
7
17
21
5:1
18
5:1
22
5:1
19
26
23
20
© Essential Resources Educational Publishers Ltd, 2010
5:1
27
5:1
24
5:1
5:1
5:1
5:1
8
25
5:1
28
5:1
5:1
29
33
5:1
30
40
5:1
34
5:1
31
42
5:1
36
5:1
32
5:1
44
5:1
38
5:1
5:1
5:1
46
5:1
5:1
© Essential Resources Educational Publishers Ltd, 2010
9
48
56
5:1
50
5:1
58
5:1
52
66
60
54
© Essential Resources Educational Publishers Ltd, 2010
5:1
68
5:1
62
5:1
5:1
5:1
5:1
10
64
5:1
100
5:1
5:1
Recognising multiplication facts
Overview: Abacus Times
Abacus Times has been designed to assist children to work out
multiplication facts from existing knowledge.
Preparation and organisation
Copy the abacus board (two per player) and the multiplication
cards onto coloured paper.
• Laminate the boards and cards and cut out the cards.
• Store in a ziplock bag along with counters or a whiteboard pen.
•
I am learning to work out multiplication facts from ones I already know.
Abacus Times
Equipment needed
• Game cards
• Counters or whiteboard pen
Aim of the game
To show a multiplication problem on an abacus in two different ways (commutative
property).
• Each player has two abacus boards and the multiplication
cards are face down in a pile.
• Each player takes a multiplication card from the pile.
• Each player shows the two ways of representing their
multiplication problem on their two abacuses, using either
counters or a whiteboard pen.
Playing instructions (one or two players)
5:2
• Abacus boards
© Essential Resources Educational Publishers Ltd, 2010
11
3×3
3×4
5:2
3×7
5:2
3×8
5:2
4×3
3×9
4×4
4×7
5:2
5:2
5:2
5:2
© Essential Resources Educational Publishers Ltd, 2010
5:2
6×6
5:2
6×8
5:2
5:2
4×9
6×4
6×7
5:2
4×6
4×8
6×3
5:2
5:2
5:2
12
3×6
5:2
6×9
5:2
5:2
7×3
7×4
5:2
7×7
7×6
5:2
7×8
5:2
8×3
7×9
5:2
8×4
5:2
8×7
5:2
5:2
5:2
5:2
5:2
9×6
5:2
9×8
5:2
5:2
8×9
9×4
9×7
5:2
8×6
8×8
9×3
5:2
5:2
9×9
5:2
5:2
© Essential Resources Educational Publishers Ltd, 2010
13
5:2
14
© Essential Resources Educational Publishers Ltd, 2010
Recalling basic facts
Overview: Spider Foot Facts
Spider Foot Facts has been designed to reinforce basic facts.
Preparation and organisation
• Make multiple copies of the spider board onto coloured paper.
• On each board, write the first number of the four equations
in the four feet on the left-hand side, and the operation and
the second number on the body.
• Laminate the boards.
• Store in a ziplock bag along with a whiteboard pen.
I am learning to recall basic facts.
Spider Foot Facts
Equipment needed
• Spider boards
Aim of the game
To complete the basic facts and fill in the empty spider feet.
• Choose a spider board and complete the equation by writing the four
answers in the spider’s feet.
• Swap your board with a friend’s and check each other’s answers.
6
+5
12
9
14
Playing instructions (one player)
5:3
• Whiteboard pen
© Essential Resources Educational Publishers Ltd, 2010
15
© Essential Resources Educational Publishers Ltd, 2010
5:3
5:3
16
Recalling groupings within 10
Overview: Making 10 Snap
Making 10 Snap has been designed to help children identify
pairs of numbers that make 10 when added together.
Preparation and organisation
Make two copies of the page of game cards on coloured
paper.
• Laminate and cut out the cards.
• Store in a ziplock bag.
•
I am learning to recognise numbers that make 10.
Making 10 Snap
Equipment needed
• Game cards
To get all of the game cards.
Playing instructions (two players)
• In turn, each player places their top card face up in the middle.
• If the card they place and the card that is immediately underneath it in the middle pile
add up to 10, both of the players race to be first to “snap” the pile. The player who is first
gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
• Deal out all the cards equally between the players, who hold their own cards face down
in a small pile.
5:4
Aim of the game
© Essential Resources Educational Publishers Ltd, 2010
17
0
1
5:4
5:4
3
4
6
5
7
8
10
5:4
© Essential Resources Educational Publishers Ltd, 2010
5:4
5:4
5:4
9
5:4
5:4
5:4
18
2
5:4
5
5:4
5:4
Recalling groupings within 100
Overview: Making 100 Snap
Making 100 Snap has been designed to help children identify
pairs of numbers that make 100 when added together.
Preparation and organisation
Make two copies of each page of game cards on coloured
paper.
• Laminate and cut out the cards.
• Store in a ziplock bag.
•
I am learning to recognise numbers that make 100.
Making 100 Snap
Equipment needed
• Game cards
To get all of the game cards.
Playing instructions (two players)
• In turn, each player places their top card face up in the middle.
• If the card they place makes 100 when added to the card that is immediately underneath
it in the middle pile, both of the players race to be first to “snap” the pile. The player who
is first gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
• Deal out all the cards equally between the players, who hold their own cards face down
in a small pile.
5:5
Aim of the game
© Essential Resources Educational Publishers Ltd, 2010
19
11
89
5:5
21
5:5
79
5:5
31
49
69
41
© Essential Resources Educational Publishers Ltd, 2010
5:5
61
5:5
59
5:5
5:5
5:5
5:5
20
51
5:5
39
5:5
5:5
71
29
5:5
81
5
5:5
19
5:5
91
95
5:5
9
5:5
90
5:5
10
5:5
15
5:5
5:5
5:5
85
5:5
5:5
© Essential Resources Educational Publishers Ltd, 2010
21
20
80
5:5
75
5:5
30
5:5
35
70
65
60
© Essential Resources Educational Publishers Ltd, 2010
5:5
40
5:5
45
5:5
5:5
5:5
5:5
22
25
5:5
55
5:5
5:5
Recalling addition and multiplication facts
Overview: Bigger or Smaller?
Bigger or Smaller? has been designed to reinforce the recall of
addition and multiplication facts.
Preparation and organisation
Copy each set of game cards (multiplication and addition)
onto a different coloured paper.
• Copy one set of three symbol cards for each player.
• Laminate and cut the cards.
• Store in a ziplock bag.
•
I am learning to recall basic facts.
Bigger or Smaller?
Equipment needed
• Game cards
Aim of the game
To be the first to use the correct symbol to compare the value of the two problems.
Playing instructions (two players)
• Choose a set of game cards and deal them out equally between the two players.
• Each player places their game cards in a pile face down, and has their three symbol cards
face up in front of them.
• Starting at the same time each player turns over the top game card in their pile and puts
it in the middle.
• Each player tries to be first to place the correct symbol card between the two game cards
to make the statement true. The one who is first gets to keep the game cards.
• The game continues until all the game cards have been used. The player with more cards
is the winner.
5:6
• Symbol cards (one set per player)
© Essential Resources Educational Publishers Ltd, 2010
23
5:6
=
= =
=
5:6
>
5:6
>
5:6
>
>
5:6
24
© Essential Resources Educational Publishers Ltd, 2010
5:6
2×1
2×2
5:60
2×4
2×3
5:60
2×5
5:60
2×7
2×6
5:60
2×8
5:60
2 × 10
5:60
5:60
5:60
5×2
5:60
5×4
5:60
5:60
2×9
5×1
5×3
5:60
5:60
5×5
5:60
5:60
© Essential Resources Educational Publishers Ltd, 2010
25
5×6
5×7
5:60
5×9
5:60
5 × 10
5:60
10 × 2
10 × 1
10 × 3
10 × 5
5:60
10 × 4
5:60
10 × 6
5:60
10 × 8
5:60
5:60
5:60
10 × 9
© Essential Resources Educational Publishers Ltd, 2010
5:60
10 × 7
5:60
5:60
26
5×8
5:60
10 × 10
5:60
5:60
10 + 10
9 + 10
5:61
8 + 10
9+9
5:61
8+9
8+8
5:61
7 + 10
5:61
7+9
5:61
6 + 10
5:61
6+8
5:61
6+9
5:61
6+7
5:61
5:61
7+8
5:61
7+7
5:61
5:61
6+6
5:61
5:61
© Essential Resources Educational Publishers Ltd, 2010
27
6+5
6+4
5:61
6+2
5:61
6+1
5:61
5+9
5 + 10
5+8
5+6
5:61
5:61
© Essential Resources Educational Publishers Ltd, 2010
5:61
5+4
5:61
5+2
5:61
5:61
5+7
5+5
5+3
5:61
5:61
5:61
28
6+3
5:61
5+1
5:61
5:61
4 + 10
4+9
4+8
5:61
4+7
5:61
4+6
4+5
5:61
4+4
5:61
4+3
5:61
3 + 10
5:61
3+8
5:61
3+9
5:61
3+7
5:61
5:61
4+2
5:61
4+1
5:61
5:61
3+6
5:61
5:61
© Essential Resources Educational Publishers Ltd, 2010
29
Recalling multiplication facts
Overview: Multiplication Bingo
Multiplication Bingo is designed to reinforce the children’s recall
of multiplication facts.
Preparation and organisation
Copy the bingo boards onto coloured paper, then laminate
and cut them out and store in a ziplock bag along with
counters for covering numbers.
• Copy, laminate and cut out a set of calling cards and store
them in a ziplock bag.
•
I am learning to recall my multiplication facts.
Multiplication Bingo
Equipment needed
• Bingo boards
• Counters
Aim of the game
To be the first to complete a bingo board.
Playing instructions (up to four players)
• Nominate one player to be the caller.
• Each other player has one or more bingo boards.
• The caller reads out one calling card (containing a multiplication problem) at a time.
• If any player has the answer to that problem on their bingo board, they cover it on their
board with a counter.
• The first player to cover all the numbers on their card calls out, “Bingo”.
30
© Essential Resources Educational Publishers Ltd, 2010
5:7
• Calling cards
6
10
40
8
35
12
15
18
25
5:7
30
25
80
14
4
12
10
16
60
5:7
© Essential Resources Educational Publishers Ltd, 2010
31
100
45
6
20
70
35
18
12
10
5:7
15
30
12
40
8
45
90
50
16
5:7
32
© Essential Resources Educational Publishers Ltd, 2010
2×2
2×3
5:7
5:7
2×4
5×2
5:7
5×3
5:7
5×4
5:7
5×5
5:7
5×7
5:7
5×8
5:7
5×9
5:7
10 × 9
5:7
5:7
5 × 10
5:7
5:7
10 × 8
5:7
2 × 10
5:7
10 × 7
5:7
2×9
5:7
10 × 6
5:7
2×8
5:7
5:7
5×6
2×7
5:7
10 × 5
5:7
2×6
10 × 3
5:7
10 × 4
5:7
2×5
10 × 2
5:7
10 × 10
5:7
5:7
© Essential Resources Educational Publishers Ltd, 2010
33
Recognising the numbers before and after
Overview: Build Your Maths Muscles
Build Your Maths Muscles comprises practice sheets designed to
help children reinforce their recognition of the numbers 10, 100
and 1 000 more and 10 and 100 less.
Preparation and organisation
Make multiple copies of the practice sheet onto coloured paper.
• Fill in three-digit numbers in the left-hand column.
• Laminate the practice sheets with the left-hand column
completed.
• Store in a ziplock bag along with a whiteboard pen.
•
I am learning to recognise the number before and the number after.
Build Your Maths Muscles
Equipment needed
• Practice sheets
Aim of the game
To fill in all the missing numbers on the practice sheet.
Playing instructions (one player)
• Swap your completed sheet with a friend for them to check.
34
© Essential Resources Educational Publishers Ltd, 2010
• Fill in the missing numbers on the practice sheet.
5:8
• Whiteboard pen
1 000
more
100
less
100
more
10
less
10
more
5:8
© Essential Resources Educational Publishers Ltd, 2010
35
Applying place value knowledge
Overview: Place Value Train Beans, Snap
and Memory
Place Value Train Beans, Snap and Memory are three games
designed to help children apply their place value knowledge.
Preparation and organisation
Copy the engine cards and carriage cards onto coloured
paper.
• Laminate and cut out the cards.
• Store in a ziplock bag. For Place Value Train Beans, include
four small bean bags as well.
•
I am learning to apply my place value knowledge.
Place Value Train Beans
Equipment needed
• Two bean bags
• Engine cards
• Carriage cards
• Pen and paper for record keeping
Aim of the game
Playing instructions (three players)
• The dealer shuffles all the cards, deals out four to each player and places the remaining
cards face down in a pile by their side.
• The dealer picks up the top card from this pile, assesses their cards and passes one
unwanted card to the second player. This second player then assesses their cards and
passes one unwanted card to the third player.
• The third player puts their own unwanted card into a discard pile.
• When a player has one engine card matched with three carriage cards, they grab a bean
bag. The other two players race to take the remaining bean bag.
• The player with the completed train shows it for the other players to verify. If it is correct,
the player without a bean bag gets one letter towards the spelling of beans.
• Rounds continue in this way. The first person to spell beans is out.
36
© Essential Resources Educational Publishers Ltd, 2010
To collect one engine card and three carriage cards that
all have the same value.
5:9
I am learning to apply my place value knowledge.
Place Value Train Snap
Equipment needed
• Engine cards
Aim of the game
To get all of the cards.
Playing instructions (two players)
• Deal out all the cards equally between the players who hold their own cards face down in
a small pile.
• In turn, each player places the top card in their pile face up in the middle.
• Carriage cards
• If the card they place has the same value as the card that is immediately underneath it in
the middle pile, both of the children race to be first to “snap” the pile. The player who
is first gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
5:9
I am learning to apply my place value knowledge.
Place Value Train Memory
Equipment needed
• Engine cards
Aim of the game
To make as many four-carriage trains as possible.
Playing instructions (two players)
• Spread all of the carriage cards face down over the floor or another large, flat surface.
• Deal the engine cards out equally between the two players, who are allowed to look at
their share of engine cards.
• In turn, each player turns over one carriage card.
• If the carriage card has the same value as one of their engine cards, the player adds it
to the engine. When they have collected four carriages with the same value, they have a
complete train and set it aside.
• Play until all the cards have been matched up. The player who has collected the higher
number of complete trains is the winner.
5:9
• Carriage cards
© Essential Resources Educational Publishers Ltd, 2010
37
38
© Essential Resources Educational Publishers Ltd, 2010
5:9
5:9
5:9
Three thousand,
seven hundred
and forty six
Three thousand
and twenty eight
Three thousand,
four hundred a
and eighty five
5:9
5:9
5:9
Eight thousand,
three hundred
and two
Six thousand,
seven hundred
and twenty one
Eight thousand,
four hundred
and ten
5:9
5:9
5:9
Six thousand,
two hundred and
eighty one
Eight thousand,
five hundred and
sixty four
Six thousand,
one hundred and
seventy nine
5:9
5:9
5:9
Four thousand,
three hundred and
sixty five
Four thousand,
seven hundred
and eighty nine
Four thousand,
two hundred and
twenty seven
© Essential Resources Educational Publishers Ltd, 2010
39
5:9
5:9
5:9
4 227
4 789
4 365
5:9
5:9
5:9
1 000 less than
5 227
1 000 less than
5 789
1 000 less than
5 365
5:9
5:9
5:9
1 000 more
than 3 227
1 000 more
than 3 789
1 000 more
than 3 365
forty three hundreds
and sixty five ones
forty two hundreds
and twenty seven
ones
5:9
four thousands,
seventy eight tens
and nine ones
5:9
5:9
40
© Essential Resources Educational Publishers Ltd, 2010
5:9
5:9
5:9
8 302
8 410
8 564
5:9
5:9
5:9
1 000 less than
9 302
1 000 less than
9 410
1 000 less than
9 564
5:9
5:9
5:9
1 000 more
than 7 302
1 000 more
than 7 410
1 000 more
than 7 564
eighty three
hundreds and
two ones
5:9
eighty four
hundreds and
ten ones
5:9
eight thousands,
fifty six tens and
four ones
5:9
© Essential Resources Educational Publishers Ltd, 2010
41
5:9
5:9
5:9
6 281
6 721
6 179
5:9
5:9
5:9
1 000 less than
7 281
1 000 less than
7 721
1 000 less than
7 179
5:9
5:9
5:9
1 000 more
than 5 281
1 000 more
than 5 721
1 000 more
than 5 179
sixty two hundreds,
eight tens and one
one
5:9
sixty seven
hundreds and
twenty one ones
5:9
six thousands,
seventeen tens and
nine ones
5:9
42
© Essential Resources Educational Publishers Ltd, 2010
5:9
5:9
5:9
3 746
3 028
3 485
5:9
5:9
5:9
1 000 less than
4 746
1 000 less than
4 028
1 000 less than
4 485
5:9
5:9
5:9
1 000 more
than 2 746
1 000 more
than 2 028
1 000 more
than 2 485
5:9
5:9
thirty seven
hundreds and forty
six ones
thirty hundreds and
twenty eight ones
three thousands,
forty eight tens and
five ones
5:9
Recognising fractions
Overview: Fraction Match Beans, Memory and Snap
Fraction Match Beans, Memory and Snap are three games
designed to help children recognise fraction symbols for
common fractions.
Preparation and organisation
Copy a set of game cards onto coloured paper.
• Laminate and cut out the cards.
• Store in a ziplock bag. For Fraction Match Beans, include four
small bean bags as well.
•
I am learning to recognise fraction symbols for common fractions.
Fraction Match Beans
Equipment needed
• Two bean bags
• Game cards
• Pen and paper for record keeping
Aim of the game
To collect three game cards that all have the same value.
• The dealer shuffles all the cards, deals out four to each player and places the remaining
cards face down in a pile by their side.
• The dealer picks up the top card from this pile, assesses their cards and passes one
unwanted card to the second player. This second player then assesses their cards and
passes one unwanted card to the third player.
• The third player puts their own unwanted card into a discard pile.
• When a player has three matching cards, they grab a bean bag. The other two players
race to take the remaining bean bag.
• The player with the three matching cards shows them for the other players to verify.
If they are correct, the player without a bean bag gets one letter towards the spelling
of beans.
5:9
5:10
• Rounds continue in this way. The first person to spell beans is out.
Playing instructions (three players)
© Essential Resources Educational Publishers Ltd, 2010
43
I am learning to recognise fraction symbols for common fractions.
Fraction Match Memory
Equipment needed
• Game cards
To collect as many pairs of cards with the same value as possible.
Playing instructions (two players)
• Spread out all the cards face down over the floor or another large surface.
• In turn, each player turns over two cards.
Aim of the game
• If the two cards show the same fraction, the player sets them aside as a pair. If they do
not match, the player puts them back in the same place, face down.
• The first player to collect five pairs is the winner.
5:10
I am learning to recognise fraction symbols for common fractions.
Fraction Match Snap
Equipment needed
• Game cards
To get all of the game cards.
Playing instructions (two players)
• Deal out all the cards equally between the two players, who hold their own cards face
down in a small pile.
• In turn, each player places their top card face up in the middle.
• If the card they place shows the same value as the card that is immediately underneath it
in the middle pile, both of the players race to be first to “snap” the pile. The player who is
first gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
44
© Essential Resources Educational Publishers Ltd, 2010
5:10
Aim of the game
1
2
one
half
5:10
1
3
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
one
third
5:10
1
4
one
quarter
5:10
1
5
one
fifth
5:10
1
8
one
eighth
5:10
1
10
one
tenth
5:10
© Essential Resources Educational Publishers Ltd, 2010
45
2
3
two
thirds
5:10
2
4
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
two
quarters
5:10
3
4
three
quarters
5:10
2
5
two
fifths
5:10
3
5
three
fifths
5:10
4
5
four
fifths
5:10
46
5:10
© Essential Resources Educational Publishers Ltd, 2010
2
8
two
eighths
5:10
3
8
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
three
eighths
5:10
4
8
four
eighths
5:10
5
8
five
eighths
5:10
6
8
six
eighths
5:10
7
8
seven
eighths
5:10
© Essential Resources Educational Publishers Ltd, 2010
47
2
10
two
tenths
5:10
3
10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
three
tenths
5:10
4
10
four
tenths
5:10
5
10
five
tenths
5:10
6
10
six
tenths
5:10
7
10
seven
tenths
5:10
48
5:10
© Essential Resources Educational Publishers Ltd, 2010
8
10
eight
tenths
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
9
10
nine
tenths
5:10
1
6
one
sixth
© Essential Resources Educational Publishers Ltd, 2010
49
50
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
5:10
© Essential Resources Educational Publishers Ltd, 2010
Recognising mixed fractions
Overview: Fraction Rummy, Memory and Snap
Fraction Rummy, Memory and Snap are three games designed
to make children more familiar with fraction families.
Preparation and organisation
Copy the game cards onto coloured paper.
• Laminate and cut out the cards.
• Store in a ziplock bag.
•
I am learning to recognise fraction families.
Fraction Rummy
Equipment needed
• Game cards
To be the first to collect three cards that all have the same value.
Playing instructions (up to four players)
• The dealer places all but one of the remaining cards face down in a pile and puts one
“discard card” face up next to the pile.
• The dealer starts and picks up either the discard card or the top card from the pile then
discards one card from their hand and puts it face up next to the pile.
• The game continues in a clockwise direction.
• The first player to collect a “family” of fractions is the winner.
• The dealer shuffles all the cards and deals four to each player.
5:11
Aim of the game
© Essential Resources Educational Publishers Ltd, 2010
51
I am learning to recognise fraction families.
Fraction Memory
Equipment needed
• Game cards
To collect as many pairs of cards as possible, where each
pair consists of two fraction symbols of the same value.
Playing instructions (two players)
• Spread all of the cards face down over the floor or another large, flat surface.
• In turn each player turns over two cards.
Aim of the game
• If the fraction symbols on the two cards have the same value, the player sets them aside
as a pair.
• Play until all the cards have been paired up. The player who has collected more pairs
is the winner.
5:11
I am learning to recognise fraction families.
Fraction Snap
Equipment needed
Aim of the game
To get all of the game cards.
Playing instructions (two players)
• Deal out all the cards equally between the players, who hold them face down in a
small pile.
• In turn, each player places their top card face up in the middle.
• If the card they place shows the same value as the card that is immediately underneath it
in the middle pile, both of the players race to be first to “snap” the pile. The player who is
first gets the pile and puts it at the bottom of their own pile of cards.
• The game continues until one player has all the cards.
52
© Essential Resources Educational Publishers Ltd, 2010
5:11
• Game cards
1
22
10
4
5:11
5:11
4
210
12
5
5:11
5:11
1
12
5:11
5:11
5
110
5:11
5
4
5:11
5:11
5:11
1 14
5:11
5:11
© Essential Resources Educational Publishers Ltd, 2010
53
3 45
5:11
19
5
5:11
1
42
5:11
3
46
5:11
6
4
5:11
54
© Essential Resources Educational Publishers Ltd, 2010
5:11
1 12
5:11
2
26
5:11
5:11
5:11
1
23
5:11
5:11
6
110
8
5
5:11
3
15
5:11
3
2
7
3
5:11
5:11
5:11
5:11
5:11
5:11
2
24
27
6
5:11
1 28
14
10
5:11
8
310
5:11
5:11
© Essential Resources Educational Publishers Ltd, 2010
55
No Nonsense Number Games
Each book in this series:
s
s
s
s
s
targets specific areas of the mathematics curriculum
supplements the classroom numeracy programme
states learning objectives for each game
presents activities in a visually appealing, student-friendly manner
offers the option of copying games to play at home for extra reinforcement.
Book 1 Stage 5
To implement a high-quality numeracy programme, you need high-quality support. This No Nonsense
Number Games series provides exactly that for numeracy teaching and learning for Stages 1 to 6. Each
book has been designed to supplement the classroom programme after a concept has been introduced,
with games and activities that help to develop the related number knowledge. These books focus on all
aspects of number knowledge including number identification, number sequence and order, addition
and subtraction, grouping and place value, and basic facts. Instructions for the games have been written
in child-friendly language to encourage independence. To ease your navigation through a wealth of
wonderful resources, links between each game and activities in the No Nonsense Number and the
Number Counts series are provided.
Code: 0432
ISBN: 978-1-877478-98-7
Code: 0513
Code: 0433
ISBN: 978-1-877478-99-4
0513
ISBN 978-1-877536-92-2
0514
ISBN 978-1-877536-93-9